questions roup g advisory education summit · 2016-05-20 · virtual diversity career fair –...

Resp

onse

s to

Educ

atio

n Su

mm

it Ad

viso

ry G

roup

Que

stio

ns

The

tabl

e be

low

and

att

ache

d da

ta a

re th

e re

spon

ses t

o qu

estio

ns a

sked

dur

ing

the

Mar

ch 1

4th A

dviso

ry C

omm

ittee

. W

e ha

ve n

oted

thos

e ca

ses w

here

no

dat

a is

avai

labl

e to

ans

wer

the

ques

tion(

s) p

osed

by

Com

mitt

ee m

embe

rs.

# Q

uest

ions

Re

spon

se

1 W

hat a

re th

e dr

opou

t rat

es fo

r Sea

ttle

hi

gh sc

hool

s and

mid

dle

scho

ols (

both

ov

eral

l and

by

scho

ol)?

Wha

t is t

he

dem

ogra

phic

bre

akdo

wn

of d

ropo

uts?

See

Appe

ndix

A fo

r the

OSP

I rep

orts

for S

eatt

le sc

hool

s.

2 Is

ther

e an

y da

ta o

n w

hy st

uden

ts d

rop

out?

Are

ther

e us

eful

pre

dict

ors f

or w

hy

stud

ents

dro

p ou

t?

Data

is n

ot a

vaila

ble

on re

ason

s why

Sea

ttle

stud

ents

dro

p ou

t of s

choo

l or o

f pre

dict

ors o

f why

they

mig

ht

not s

tay

in sc

hool

. A

2013

nat

iona

l stu

dy o

f why

stud

ents

dro

p ou

t of h

igh

scho

ol id

entif

ied

push

, pul

l, fa

lling

out

fact

ors t

hat

resu

lt in

stud

ents

dise

ngag

ing

with

scho

ols.

“Pus

h fa

ctor

s inc

lude

scho

ol-c

onse

quen

ce o

n at

tend

ance

or

disc

iplin

e. P

ull f

acto

rs in

clud

e ou

t-of

-sch

ool e

ntic

emen

ts li

ke jo

bs a

nd fa

mily

. Fi

nally

, fal

l out

fact

ors r

efer

to

dise

ngag

emen

t in

stud

ents

not

cau

sed

by sc

hool

or o

utsid

e pu

lling

fact

ors.

” (F

ull r

epor

t: U

nder

stan

ding

W

hy S

tude

nts D

rop

Out

of H

igh

Scho

ol, A

ccor

ding

to T

heir

own

Repo

rts:

Are

they

Pus

hed

or P

ulle

d, o

r Do

They

Fal

l Out

? A

Com

para

tive

Anal

ysis

of S

even

Nat

iona

lly R

epre

sent

ativ

e St

udie

s:

http

://s

go.s

agep

ub.c

om/c

onte

nt/3

/4/2

1582

4401

3503

834.

full-

text

.pdf

+htm

l ).

Tabl

e 10

bel

ow h

ighl

ight

s the

mos

t rec

ent s

tudy

cite

d in

this

repo

rt.

Educ

atio

n Ad

viso

ry G

roup

Mee

ting

– M

ay 1

1, 2

016

1

http://sgo.sagepub.com/content/3/4/2158244013503834.full-text.pdf+html

To

add

ress

the

“pus

h fa

ctor

s” S

eatt

le P

ublic

Sch

ools

(SPS

) has

put

a m

orat

oriu

m o

n su

spen

sions

/exp

ulsio

ns

for d

isrup

tive

cond

uct,

rule

bre

akin

g, a

nd d

isobe

dien

ce a

t the

ele

men

tary

leve

l and

we

are

curr

ently

an

alyz

ing

the

pote

ntia

l of e

xpan

ding

the

mor

ator

ium

to se

cond

ary

scho

ols.

At t

he sa

me

time

SPS

is pu

ttin

g ta

rget

ed a

nd u

nive

rsal

supp

orts

into

pla

ce a

s par

t of i

ts M

ulti-

Tier

ed S

yste

m o

f Sup

port

(MTS

S) fr

amew

ork,

w

hich

incl

udes

trau

ma

info

rmed

pro

fess

iona

l dev

elop

men

t, im

prov

ed p

reve

ntat

ive

and

reac

tive

disc

iplin

e st

rate

gies

, and

ass

essin

g sc

hool

s’ re

adin

ess u

sing

the

Posit

ive

Beha

vior

Inte

rven

tion

& S

uppo

rts (

PBIS

) fr

amew

ork.

Educ

atio

n Ad

viso

ry G

roup

Mee

ting

– M

ay 1

1, 2

016

2

SPS

is al

so c

omm

itted

to e

ngag

ing

and

supp

ortin

g tr

uant

you

th a

nd a

void

ing

cour

t ref

erra

l thr

ough

Tru

ancy

In

terv

entio

n Sp

ecia

lists

and

stud

ent w

orks

hops

, and

we

are

expl

orin

g w

ays t

o br

ing

com

mun

ity tr

uanc

y bo

ards

into

pra

ctic

e ah

ead

of th

e st

ate-

man

date

d tim

elin

e.

3

Is th

ere

a sy

stem

for t

rack

ing

drop

outs

? W

hat i

s the

syst

em fo

r dro

pout

in

terv

entio

n? D

o w

e kn

ow h

ow m

any

drop

outs

retu

rn to

the

educ

atio

n sy

stem

an

d gr

adua

te o

r ear

n th

eir G

ED?

The

Dist

rict r

epor

ts st

uden

ts w

ho d

rop

out o

f SPS

to O

SPI e

very

Nov

embe

r as p

art o

f the

stat

e’s a

nnua

l re

port

ing

requ

irem

ents

. Dro

p ou

t int

erve

ntio

ns a

re p

rovi

ded

thro

ugh

SPS

serv

ice

scho

ol m

odel

at M

iddl

e Co

llege

and

Inte

rage

ncy.

In a

dditi

on, t

hrou

gh a

gra

nt S

PS h

as a

lso b

een

able

to p

rovi

de e

ight

trua

ncy

offic

ers a

t the

follo

win

g sc

hool

s: D

enny

Inte

rnat

iona

l Mid

dle

Scho

ol, R

aini

er B

each

Hig

h Sc

hool

, Sou

th L

ake,

Cl

evel

and

High

Sch

ool,

Mer

cer I

nter

natio

nal M

iddl

e Sc

hool

, Chi

ef S

ealth

Inte

rnat

iona

l Hig

h Sc

hool

, Whi

tman

M

iddl

e Sc

hool

, The

Wor

ld S

choo

l, an

d In

grah

am H

igh

Scho

ol. T

he g

rant

also

fund

s a .5

FTE

cen

tral

ly b

ased

dr

opou

t int

erve

ntio

n sp

ecia

list.

The

gran

t end

s thi

s Jun

e. B

eyon

d th

ese

supp

orts

, dro

p ou

t ser

vice

s and

st

affin

g ar

e a

scho

ol-b

ased

dec

ision

.

4 Gi

ven

the

teac

her s

hort

age,

how

man

y te

ache

rs a

re n

eede

d, a

t wha

t lev

el?

W

hat e

ffort

s are

und

erw

ay to

recr

uit

teac

hers

of c

olor

? W

hat a

re th

e re

tent

ion

rate

s for

teac

hers

of c

olor

? W

hat i

s the

ave

rage

tenu

re o

f tea

cher

s of

col

or v

s. th

e av

erag

e fo

r the

syst

em

as a

who

le?

SPS

empl

oyee

eth

nici

ty d

ata

is no

t rea

dy to

shar

e. T

he w

ay th

is da

ta is

ent

ered

into

the

Dist

rict’s

HR

syst

ems p

rohi

bits

SPS

from

pro

duci

ng a

mea

ning

ful a

nd/o

r acc

urat

e re

port

. But

the

5-ye

ar re

tent

ion

rate

of

all t

each

ers a

s of 6

/30/

15 w

as 6

3%.

Ta

ble

1 sh

ows p

roje

cted

vac

anci

es fo

r the

201

6-17

scho

ol y

ear t

hat S

PS w

ill b

e tr

ying

to fi

ll. T

hese

num

bers

flu

ctua

te b

aste

d on

inte

rnal

can

dida

te p

lace

men

t, bu

dget

adj

ustm

ents

, and

enr

ollm

ent c

hang

es.

Ta

ble

1: T

otal

Pro

ject

ed V

acan

cies

by

Subj

ect A

rea

Base

d on

His

toric

al N

ew H

ire D

ata

Thr

ee Y

ear P

roje

ctio

ns

El

em

SPED

W

orld

La

ngua

ges

Bilin

gual

Sc

ienc

e M

ath

Lang

uage

A

rts/

Soci

al

Stud

ies

Mat

h &

Sc

ienc

e Bl

ock

Posi

tions

To

tal

SY 1

4-15

Hire

s *A

s of

12-

5-14

99

74

5

8 13

20

13

3

235

SY 1

5-16

*A

s of

12-

8-15

95

73

10

11

15

25

12

2

243

Proj

ectio

ns fo

r SY

16-1

7*

97

74

8 10

14

23

13

3

239

*Not

e pr

ojec

tions

are

bas

ed o

n av

erag

es fr

om p

rior

2 y

ears

.

Educ

atio

n Ad

viso

ry G

roup

Mee

ting

– M

ay 1

1, 2

016

3

Di

vers

ity R

ecru

iting

: Wha

t SPS

is D

oing

•

Virt

ual D

iver

sity

Care

er F

air –

par

ticip

ated

on

April

19,

201

6 •

Dive

rsity

Car

eer W

eb la

unch

ed in

Apr

il

• N

atio

nal A

llian

ce o

f Bla

ck S

choo

l Edu

cato

rs (N

ABSE

) Ann

ual C

onfe

renc

e an

d Ca

reer

Fai

r, No

vem

ber

2015

. At

tend

ed th

e co

nfer

ence

, par

ticip

ated

in th

e Ca

reer

Fai

r and

Exh

ibiti

on a

nd to

furt

her

posit

ivel

y im

pact

the

SPS

empl

oym

ent b

rand

lead

a w

orks

hop:

Co

nfer

ence

The

me:

"Lea

ding

Cha

nge,

Driv

ing

Inno

vatio

n an

d M

akin

g a

Diffe

renc

e fo

r Stu

dent

s of

Af

rican

Des

cent

“ P

rese

ntat

ion:

Sea

ttle

Pub

lic S

choo

ls Tu

rnin

g It

Arou

nd

The

Case

for U

rgen

t Act

ion

– Ef

fect

ivel

y U

sing

Inst

ruct

iona

l Str

ateg

ies t

o El

imin

ate

the

Achi

evem

ent

Gap

for A

fric

an A

mer

ican

Mal

es a

nd S

tude

nts o

f Col

or

5

Wha

t are

the

susp

ensio

n/ex

pulsi

on

rate

s for

mid

dle

scho

ol a

nd h

igh

scho

ol

stud

ents

(ove

rall

and

by sc

hool

)? H

ow

man

y st

uden

ts a

re b

eing

susp

ende

d ea

ch y

ear?

Wha

t are

the

caus

es o

f su

spen

sion/

expu

lsion

?

Any

time

a st

uden

t is s

uspe

nded

or e

xpel

led

a co

de n

eeds

to b

e en

tere

d in

to S

eatt

le P

ublic

Sch

ools

stud

ent

info

rmat

ion

syst

em. T

he m

ost f

requ

ent c

odes

use

d fo

r sus

pens

ions

and

exp

ulsio

ns th

is 20

15-1

6 sc

hool

yea

r ar

e: fi

ghtin

g (E

240)

, int

erfe

renc

e w

ith sc

hool

aut

horit

ies (

E520

), po

sses

sing/

usin

g m

ariju

ana

(E13

3),

disr

uptiv

e co

nduc

t (D1

10),

assa

ult (

E210

), th

reat

s of v

iole

nce

(E25

0), a

nd D

isobe

dien

ce (D

130)

. Thi

s dat

a is

pulle

d fr

om 2

015-

2016

(as o

f Mar

ch 2

9, 2

016)

. Se

e Ap

pend

ix B

for t

he sc

hool

leve

l dat

a re

port

. So

urce

: 20

15-1

6 Sc

hool

Yea

r Dat

a as

of 3

/29/

2016

from

SPS

Stu

dent

Info

rmat

ion

Syst

em

6

Wha

t are

the

num

bers

of s

tude

nts

susp

ende

d (A

fric

an A

mer

ican

Mal

es)

that

in tu

rn e

nd u

p in

the

juve

nile

just

ice

syst

em?

We

know

of n

o da

ta sp

ecifi

c to

Sea

ttle

you

th th

at h

as b

een

anal

yzed

to a

nsw

er th

is qu

estio

n, b

ut g

ener

ally

, se

e an

swer

to #

8 be

low

.

7 W

hat i

s the

gra

duat

ion

(or G

ED) r

ate

for

stud

ents

who

rece

ive

susp

ensio

n or

ex

pulsi

on?

Data

is n

ot a

vaila

ble

beca

use

susp

ensio

n da

ta is

onl

y re

tain

ed fo

r 3 y

ears

. Ac

cord

ing

to S

eatt

le P

ublic

Sc

hool

s, m

ost s

uspe

nsio

ns h

appe

n in

7th

thro

ugh

9th

grad

e.

8 W

hat i

s the

cor

rela

tion

of st

uden

t su

spen

ded

endi

ng u

p in

the

juve

nile

ju

stic

e sy

stem

?

The

mos

t ext

ensiv

e an

alys

is of

this

ques

tion

was

con

duct

ed u

sing

data

for T

exas

you

th. “

Brea

king

Sch

ools

Rule

s: A

Sta

tew

ide

Stud

y of

How

Sch

ool D

iscip

line

Rela

tes t

o St

uden

t’s S

ucce

ss a

nd Ju

veni

le Ju

stic

e In

volv

emen

t, Co

unci

l of S

tate

Gov

ernm

ents

Just

ice

Cent

er a

nd T

he P

ublic

Pol

icy

Rese

arch

Inst

itute

, Tex

as

A&M

Uni

vers

ity, J

uly

2011

.” (F

ull r

epor

t ava

ilabl

e he

re:

http

s://

csgj

ustic

ecen

ter.o

rg/y

outh

/bre

akin

g-sc

hool

s-ru

les-

repo

rt/ )

Educ

atio

n Ad

viso

ry G

roup

Mee

ting

– M

ay 1

1, 2

016

4

https://csgjusticecenter.org/youth/breaking-schools-rules-report/

https://csgjusticecenter.org/youth/breaking-schools-rules-report/

“The

resu

lts o

f the

firs

t mul

tivar

iate

ana

lysis

dem

onst

rate

d th

at w

hen

a st

uden

t was

susp

ende

d or

exp

elle

d fo

r a d

iscre

tiona

ry sc

hool

disc

iplin

ary

viol

atio

n, th

is ac

tion

near

ly tr

iple

d (2

.85

times

) the

like

lihoo

d of

ju

veni

le ju

stic

e co

ntac

t with

in th

e su

bseq

uent

aca

dem

ic y

ear.

Furt

her,

…. e

ach

addi

tiona

l disc

retio

nary

en

coun

ter e

xpon

entia

lly in

crea

sed

furt

her t

he li

kelih

ood

of ju

veni

le ju

stic

e in

volv

emen

t.”

See

Appe

ndix

C fo

r Fig

ures

20

and

21 fr

om th

e re

port

cite

d ab

ove.

9 Is

ther

e an

y da

ta o

n th

e nu

mbe

r of

stud

ents

dro

ppin

g ou

t and

end

ing

up in

th

e cr

imin

al ju

stic

e sy

stem

?

Acco

rdin

g to

the

mos

t com

mon

ly re

fere

nced

sour

ce, “

Abou

t 41%

of i

nmat

es in

the

Nat

ion’

s Sta

te a

nd

Fede

ral p

rison

s and

loca

l jai

ls in

199

7 an

d 31

% o

f pro

batio

ners

had

not

com

plet

ed h

igh

scho

ol o

r its

eq

uiva

lent

. In

com

paris

on, 1

8% o

f the

gen

eral

pop

ulat

ion

age

18 o

r old

er h

ad n

ot fi

nish

ed th

e 12

th g

rade

.”

Sour

ce: C

. Har

low

, Edu

catio

n an

d Co

rrec

tiona

l Pop

ulat

ions

, Bur

eau

of Ju

stic

e St

atist

ics s

peci

al re

port

(Was

hing

ton,

DC:

U

.S. D

epar

tmen

t of J

ustic

e, 2

003)

10

Wha

t are

the

colle

ge a

ccep

tanc

e ra

tes

for s

tude

nts i

n SP

S an

d w

hat i

s the

co

llege

gra

duat

ion

rate

for S

PS st

uden

ts

(4/5

yea

r)?

Data

is n

ot c

olle

cted

on

colle

ge a

ccep

tanc

e ra

tes f

or S

PS st

uden

ts.

Da

ta fr

om R

oad

Map

Pro

ject

show

s tha

t for

the

clas

s of 2

009

grad

uate

s fro

m S

outh

Sea

ttle

Hig

h Sc

hool

s, 3

6 pe

rcen

t of s

tude

nts c

ompl

eted

pos

tsec

onda

ry.

See

Appe

ndix

D fo

r the

Roa

d M

ap D

ashb

oard

Rep

ort

show

ing

a co

mpa

rison

to o

ther

dist

ricts

in S

outh

Kin

g Co

unty

and

a b

reak

dow

n of

Sou

th S

eatt

le d

ata

by

subg

roup

s.

For a

dditi

onal

info

rmat

ion

on S

choo

ls in

Sou

th S

eatt

le, v

isit t

he R

oad

Map

Das

hboa

rd a

t: ht

tp:/

/ww

w.ro

adm

appr

ojec

t.org

/dat

a-ce

nter

/ann

ual-i

ndic

ator

-das

hboa

rd/ .

11

Wha

t is t

he d

ata

on st

uden

t pe

rfor

man

ce (t

estin

g sc

ores

, gra

duat

ion

rate

s, e

tc.,

base

d on

race

and

inco

me)

fo

r the

ten

imm

ersio

n sc

hool

s ver

sus

non-

imm

ersio

n sc

hool

s?

Seat

tle P

ublic

Sch

ools

has t

en In

tern

atio

nal S

choo

ls an

d tw

o po

tent

ial f

utur

e sit

es (i

.e. S

anisl

o El

emen

tary

an

d Hi

ghla

nd P

ark

Elem

enta

ry).

Nor

th

John

Sta

nfor

d In

tern

atio

nal S

choo

l M

cDon

ald

Inte

rnat

iona

l Sch

ool

Ha

milt

on In

tern

atio

nal M

iddl

e Sc

hool

In

grah

am H

igh

Scho

ol -

an In

tern

atio

nal S

choo

l So

uthw

est

Conc

ord

Inte

rnat

iona

l Sch

ool

De

nny

Inte

rnat

iona

l Mid

dle

Scho

ol

Ch

ief S

ealth

Inte

rnat

iona

l Hig

h Sc

hool

Ed

ucat

ion

Advi

sory

Gro

up M

eetin

g –

May

11,

201

6 5

http://www.roadmapproject.org/data-center/annual-indicator-dashboard/

http://stanfordes.seattleschools.org/

http://mcdonaldes.seattleschools.org/

http://hamiltonms.seattleschools.org/

http://ingrahamhs.seattleschools.org/

http://concordes.seattleschools.org/

http://dennyms.seattleschools.org/

http://chiefsealthhs.seattleschools.org/

Sout

heas

t Be

acon

Hill

Inte

rnat

iona

l Sch

ool

De

arbo

rn P

ark

Int

erna

tiona

l Sch

ool

M

erce

r Int

erna

tiona

l Mid

dle

Scho

ol

Se

e Ap

pend

ix E

for t

he 2

014-

15 S

choo

l Rep

orts

for t

he te

n in

tern

atio

nal s

choo

ls lis

ted

abov

e.

To le

arn

mor

e ab

out S

eatt

le P

ublic

Sch

ools

Inte

rnat

iona

l Sch

ools

plea

se v

isit:

ht

tp:/

/ww

w.se

attle

scho

ols.o

rg/c

ms/

One

.asp

x?po

rtal

Id=6

27&

page

Id=1

4798

12

List

of R

ace

and

Equi

ty S

choo

ls A

five-

year

com

preh

ensiv

e pl

an to

inst

itutio

naliz

e ed

ucat

iona

l and

raci

al e

quity

in o

ur sc

hool

s was

de

velo

ped.

To

supp

ort i

mpl

emen

tatio

n, E

quity

Tea

ms a

t eac

h sc

hool

are

bei

ng d

evel

oped

. Pl

an S

trat

egie

s:

1) A

lign

with

Dist

rict-w

ide

effo

rts t

o im

plem

ent t

he ”E

nsur

ing

Educ

atio

nal a

nd R

acia

l Equ

ity”

Polic

y,

Supe

rinte

nden

t’s S

MAR

T Go

als,

Clo

sing

Opp

ortu

nity

Gap

s and

Act

ion

Plan

for A

ccel

erat

ing

Achi

evem

ent

for A

fric

an A

mer

ican

Mal

es a

nd O

ther

Stu

dent

s of C

olor

, and

to e

limin

ate

raci

al d

ispro

port

iona

lity

in

grad

uatio

n an

d di

scip

line

rate

s.

2) B

uild

cap

acity

am

ong

prin

cipa

ls, te

ache

rs, s

taff,

and

stud

ents

in tr

ansf

orm

ing

scho

ol p

olic

ies,

pro

cedu

res

and

inst

ruct

iona

l pra

ctic

es.

3) S

tren

gthe

n th

e vo

ices

and

par

ticip

atio

n of

stud

ents

, fam

ilies

and

com

mun

ities

to in

form

scho

ol p

olic

ies,

pr

actic

es a

nd p

roce

dure

s.

4) D

evel

op a

pla

n to

cre

ate

and

lead

disc

ussio

ns o

n ho

w to

redu

ce a

nd e

vent

ually

elim

inat

e di

spro

port

iona

lity

in d

iscip

line

in e

duca

tiona

lly su

ppor

tive

way

s by

addr

essin

g ad

vers

e ch

ildho

od

expe

rienc

es a

nd tr

aum

a in

form

ed p

ract

ice.

5)

Ens

ure

stud

ent e

ngag

emen

t and

mot

ivat

ion

thro

ugh

cultu

rally

resp

onsiv

e, re

leva

nt a

nd ri

goro

us

inst

ruct

ion

base

d up

on st

reng

then

ing

rela

tions

hips

with

stud

ents

to a

chie

ve h

igh

acad

emic

out

com

es fo

r ea

ch a

nd e

very

stud

ent.

To su

ppor

t the

se st

rate

gies

, Rac

ial E

quity

Tea

ms a

re b

eing

dev

elop

ed o

ver 5

yea

rs a

t eac

h sc

hool

in

colla

bora

tion

with

SEA

. A R

acia

l Equ

ity T

eam

is a

form

al w

orki

ng c

omm

ittee

who

se o

vera

rchi

ng st

rate

gy is

to

pro

vide

lead

ersh

ip a

nd m

omen

tum

aro

und

impl

emen

ting

educ

atio

nal o

ppor

tuni

ties,

pol

icie

s and

pr

ogra

ms t

hat w

ill fu

rthe

r rac

ial e

quity

with

the

focu

s on

redu

cing

and

eve

ntua

lly e

limin

atin

g di

spro

port

iona

lity

in d

iscip

line.

The

Rac

ial E

quity

Tea

ms r

ecei

ve c

ontin

ual s

uppo

rt a

nd te

chni

cal a

ssist

ance

fr

om th

e SP

S De

part

men

t of E

quity

& R

ace

Rela

tions

, Att

enda

nce

& D

iscip

line

Depa

rtm

ent,

the

SPS/

SEA

Educ

atio

n Ad

viso

ry G

roup

Mee

ting

– M

ay 1

1, 2

016

6

http://beaconhilles.seattleschools.org/

http://dearbornes.seattleschools.org/

http://mercerms.seattleschools.org/

http://www.seattleschools.org/cms/One.aspx?portalId=627&pageId=14798

Part

ners

hip

Com

mitt

ee, t

he C

ity o

f Sea

ttle

Rac

e &

Soc

ial J

ustic

e In

itiat

ive,

the

Raci

al D

ispro

port

iona

lity

in

Disc

iplin

e Co

mm

ittee

and

the

Race

and

Equ

ity A

dviso

ry C

omm

ittee

to th

e Su

perin

tend

ent.

2015

-16

Raci

al E

quity

Tea

m S

choo

ls

Balla

rd

Clev

elan

d Ra

inie

r Bea

ch

Wes

t Sea

ttle

HS

Aki K

uros

e De

nny

Was

hing

ton

Baile

y Ga

tzer

t Jo

hn S

tanf

ord

Lesc

hi

Saca

jaw

ea

2014

-15

Raci

al E

quity

Tea

m S

choo

ls

Chie

f Sea

lth

Nat

han

Hale

In

tera

genc

y W

orld

Sch

ool

Jane

Add

ams

Sout

h Sh

ore

John

Mui

r O

lym

pic

Hills

Ra

inie

r Vie

w

Thur

good

Mar

shal

l W

ing

Luke

13

How

man

y ch

ildre

n in

Sea

ttle

are

in

pres

choo

l, in

clud

ing

SPP,

Hea

d St

art,

ECEA

P, a

nd p

rivat

e pr

esch

ools?

SY 2

015-

16 S

eatt

le P

rogr

am E

nrol

lmen

t Dat

a:

Head

Sta

rt:

789

child

ren

ECEA

P: 5

12 c

hild

ren

SPP:

256

chi

ldre

n St

ep A

head

: 34

4 ch

ildre

n SP

P Pa

thw

ay:

75 c

hild

ren

Tota

l: 1

,976

chi

ldre

n

Educ

atio

n Ad

viso

ry G

roup

Mee

ting

– M

ay 1

1, 2

016

7

Prec

ise p

rivat

e pr

esch

ool e

nrol

lmen

t dat

a ar

e un

avai

labl

e. A

ccor

ding

to th

e Am

eric

an C

omm

unity

Sur

vey

(ACS

) dat

a, th

e es

timat

ed n

umbe

r of t

hree

and

four

yea

r old

s enr

olle

d in

“nu

rser

y or

pre

scho

ol”

in 2

012:

Tot

al e

nrol

led

thre

e an

d fo

ur y

ear o

lds:

7,7

90 (6

3% o

f all

thre

e an

d fo

ur y

ear o

lds)

Num

ber o

f thr

ee y

ear o

lds:

3,4

50 (5

3% o

f all

thre

e ye

ar o

lds)

Num

ber o

f fou

r yea

r old

s: 4

,340

(75%

of a

ll fo

ur y

ear o

lds)

So

urce

: Se

attle

Pre

scho

ol fo

r All

Initi

ativ

e: A

naly

sis o

f Pre

scho

ol E

nrol

lmen

t. Ju

ly 2

1, 2

014.

14

How

do

Seat

tle st

uden

ts d

o on

WaK

IDS

test

scor

es (d

isagg

rega

ted

by ra

ce)?

Se

e Ap

pend

ix F

for t

he 2

015-

16 W

aKid

s Dat

a Su

mm

ary.

In

add

ition

to th

is ye

ar’s

repo

rt, h

istor

ical

WaK

IDS

data

is a

vaila

ble

on th

e O

SPI w

ebsit

e:

http

://r

epor

tcar

d.os

pi.k

12.w

a.us

/WaK

idsT

rend

.asp

x?do

mai

n=W

aKID

S&ye

ar=2

015-

16&

scho

olId

=100

&O

rgTy

pe=3

&re

port

Leve

l=Di

stric

t&w

aslC

ateg

ory=

1&yr

s=20

15-

16&

char

tTyp

e=2&

prin

tabl

e=Tr

ue

15

W

hat i

s the

num

ber o

f Eng

lish

Lang

uage

Le

arne

rs (E

LL) i

n th

e sc

hool

syst

em?

Ho

w lo

ng d

oes i

t tak

e th

em to

exi

t the

EL

L pr

ogra

m?

Belo

w is

a m

acro

and

mic

ro v

iew

of t

he E

LL d

ata.

SPS

bel

ieve

s it i

s im

port

ant t

o in

clud

e th

e w

aive

d EL

Ls

who

m it

is m

anda

ted

to su

ppor

t and

Exi

ted

ELLs

for t

his y

ear a

nd la

st y

ear.

SPS

is re

quire

d to

mon

itor t

he

Exite

d EL

Ls a

s wel

l for

two

cons

ecut

ive

year

s. Su

mm

ativ

e Da

ta

• Cu

rren

t ELL

s – 6

430

(larg

est E

LL p

opul

atio

n in

the

stat

e)

• EL

L W

aive

d –

335

(thi

s is a

pop

ulat

ion

of E

LL q

ualif

ied

but f

amili

es w

aive

d EL

L se

rvic

es. T

his i

s dow

n fr

om 9

00 in

the

past

6 y

ears

) •

Exite

d –

1465

(Exi

ted

but o

ften

still

requ

ire h

igh

inte

rven

tion

and

at m

inim

um tr

ansla

tion

and

exte

nded

day

supp

ort.

Also

man

date

d to

mon

itor)

Educ

atio

n Ad

viso

ry G

roup

Mee

ting

– M

ay 1

1, 2

016

8

http://reportcard.ospi.k12.wa.us/WaKidsTrend.aspx?domain=WaKIDS&year=2015-16&schoolId=100&OrgType=3&reportLevel=District&waslCategory=1&yrs=2015-16&chartType=2&printable=True



Regi

onal

Dat

a

So

urce

: SP

S st

uden

t inf

orm

atio

n sy

stem

16

How

muc

h pr

ivat

e fu

ndra

ising

occ

urs a

t ea

ch sc

hool

(e.g

. by

PTSA

or s

choo

l fo

unda

tions

)? W

hat a

re th

ose

fund

s us

ed fo

r?

In a

ggre

gate

, Sch

ool P

TAs r

aise

ove

r $3

mill

ion

for m

ultip

le su

ppor

ts fo

r sch

ools.

It v

arie

s by

scho

ol a

s to

wha

t the

y sp

end

the

mon

ey o

n. It

may

go

for p

artia

l fun

ding

for s

peci

alist

pos

ition

s (e.

g. a

rts,

phys

ical

ed

ucat

ion,

libr

ary)

, rea

ding

or m

ath

spec

ialis

ts, n

ursin

g, c

ouns

elor

, tut

ors,

pro

fess

iona

l dev

elop

men

t, an

d or

af

ter s

choo

l pro

gram

s etc

. Se

e Ap

pend

ix G

for a

tabl

e of

PTS

A an

d pr

ivat

e fu

ndin

g fo

r 201

5-20

16 sc

hool

yea

r. ht

tps:

//w

ww

.seat

tlesc

hool

s.or

g/U

serF

iles/

Serv

ers/

Serv

er_5

43/F

ile/M

igra

tion/

Gran

ts/2

015-

16%

20Gr

ants

%20

inve

ntor

y.pd

f

Educ

atio

n Ad

viso

ry G

roup

Mee

ting

– M

ay 1

1, 2

016

9

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/Migration/Grants/2015-16%20Grants%20inventory.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/Migration/Grants/2015-16%20Grants%20inventory.pdf

APPENDICES: TABLE OF CONTENTS

A. OSPI Reports: Seattle Public Schools 2014-15 Dropout Rates

B. Seattle Public Schools 2015-16 School-Level Suspension-Expulsion Rates

C. Figures 20 – 21 from “Breaking Schools Rules: A Statewide Study of How School Discipline Relates to Student’s Success and Juvenile Justice Involvement.” Council of State Governments Justice Center and The Public Policy Research Institute, Texas A&M University, July 2011.”

D. South Seattle High Schools 2009 Graduates' College Acceptance Rates

E. 2014-15 School Reports for Seattle Public Schools International Schools

F. 2015-16 WaKIDS Data Summary

G. SPS Grants Inventory 2015-16

Appendix A - Definitions: Annual Dropout Rates, School Year 2014-15

This dropout rate is an annual snapshot for the 2014–15 school year for all students, rather than a look over multiple years for a specific group of students. Students reported in grades 7–12 with an expected year of graduation of 2015 or later, are included in this dropout rate.

This report provides information regarding students enrolled & served during the 2014-15 school year, whose last grade level reported was in one of the Grades 7-12 whose last reported school withdrawal code met the definition of a dropout.

Net Served: The number of students enrolled during the school year year in review, in the reported Grade, "adjusted" transfers in & confirmed transfers out during the school year.

Dropout: A student who left school for any reason, except death, without completing schoolwith a regular diploma or transferring to another school with a known exit reason. A student is considered a dropout regardless of when dropping out occurs(i.e., during or between regular school terms). A student who leaves during the yearbut returns during the reporting period is not considered a dropout. Dropouts are studentsreported with a school withdrawal code of Known Dropout, Unknown Dropout, Unconfirmed Transfer or GED Completer.

Appe

ndix

A -

Tabl

e 1:

Sea

ttle

Sch

ool D

istr

ict,

Annu

al D

ropo

ut R

ates

by

Race

, Sch

ool Y

ear 2

014-

15

Dist

rict

78

910

1112

78

910

1112

78

910

1112

Seat

tle35

3734

9436

1135

2533

6832

8193

244

108

155

130

209

2.6%

7.0%

3.0%

4.4%

3.9%

6.4%

Amer

ican

Indi

an/A

lask

an N

ativ

e 32

3636

4136

283

55

43

49.

4%13

.9%

13.9

%9.

8%8.

3%14

.3%

Asia

n60

564

068

266

868

170

411

2811

3324

351.

8%4.

4%1.

6%4.

9%3.

5%5.

0%N

ativ

e Ha

wai

ian

- Oth

er P

I21

2217

1226

232

30

11

19.

5%13

.6%

0.0%

8.3%

3.8%

4.3%

Blac

k-Af

rican

Am

eric

an60

557

961

667

061

563

830

5425

2626

535.

0%9.

3%4.

1%3.

9%4.

2%8.

3%Hi

span

ic o

r Lat

ino

471

443

454

491

412

384

2332

2635

2544

4.9%

7.2%

5.7%

7.1%

6.1%

11.5

%W

hite

1547

1529

1557

1458

1428

1342

1810

533

4849

651.

2%6.

9%2.

1%3.

3%3.

4%4.

8%2

or M

ore

Race

s25

624

524

918

517

016

26

178

82

72.

3%6.

9%3.

2%4.

3%1.

2%4.

3%

Net

Ser

ved

Stud

ents

in G

rade

Num

ber o

f Dro

pout

s in

Gra

deDr

opou

t Rat

e in

Gra

de

Appendix A - Table 2: All Seattle Public School Students , Annual Dropout Rates, School Year 2014-15

School 7 8 9 10 11 12 7 8 9 10 11 12Aki Kurose Middle School 230 263 0 0 0 0 10.9% 6.5% 0% 0% 0% 0%Ballard High School 0 0 437 436 381 392 0% 0% 1.4% 1.8% 3.1% 2.0%Broadview-Thomson K-8 School 63 56 0 0 0 0 3.2% 10.7% 0% 0% 0% 0%Cascade Parent Partnership 10 6 0 0 19 19 0.0% 0.0% 0% 0% 5.3% 84.2%Catharine Blaine K-8 School 59 68 0 0 0 0 0.0% 19.1% 0% 0% 0% 0%Chief Sealth International High 0 0 308 281 311 301 0% 0% 3.9% 3.6% 3.2% 2.0%

Cleveland High School STEM 0 0 193 220 202 199 0% 0% 0.5% 0.0% 0.5% 0.0%David T. Denny International Middle School 318 310 0 0 0 0 1.6% 5.5% 0% 0% 0% 0%Eckstein Middle School 299 285 0 0 0 0 3.3% 4.9% 0% 0% 0% 0%Education Service Centers 0 0 2 7 8 3 0% 0% 50.0% 28.6% 0.0% 33.3%Franklin High School 0 0 353 294 331 336 0% 0% 2.3% 3.7% 3.0% 8.3%Garfield High School 0 0 469 377 383 351 0% 0% 1.1% 2.9% 1.3% 1.7%Hamilton International Middle 319 292 0 0 0 0 1.6% 8.9% 0% 0% 0% 0%Hazel Wolf K-8 114 70 0 0 0 0 4.4% 8.6% 0% 0% 0% 0%Hutch School 1 1 1 1 1 0 0.0% 0.0% 100.0% 100.0% 100.0% 0%Ingraham High School 0 0 348 327 267 247 0% 0% 1.1% 5.5% 2.6% 1.6%Interagency Programs 0 6 91 146 170 149 0% 50.0% 27.5% 11.0% 11.8% 21.5%Jane Addams Middle School 210 196 0 0 0 0 0.5% 2.6% 0% 0% 0% 0%Licton Springs K-8 8 14 0 0 0 0 12.5% 7.1% 0% 0% 0% 0%Madison Middle School 238 258 0 0 0 0 0.8% 10.1% 0% 0% 0% 0%Madrona K-8 School 32 38 0 0 0 0 6.3% 7.9% 0% 0% 0% 0%McClure Middle School 190 170 0 0 0 0 1.6% 7.6% 0% 0% 0% 0%Mercer International Middle 353 331 0 0 0 0 2.3% 4.8% 0% 0% 0% 0%Middle College High School 0 0 13 29 57 73 0% 0% 7.7% 17.2% 26.3% 19.2%Nathan Hale High School 0 0 317 297 272 242 0% 0% 2.8% 5.1% 1.8% 4.1%Nova High School 0 0 52 104 70 68 0% 0% 3.8% 3.8% 4.3% 1.5%Orca K-8 School 61 61 0 0 0 0 1.6% 14.8% 0% 0% 0% 0%Pathfinder K-8 School 56 60 0 0 0 0 0.0% 1.7% 0% 0% 0% 0%Private School Services 8 3 3 5 3 1 25.0% 33.3% 0.0% 0.0% 0.0% 0.0%Rainier Beach High School 0 0 168 143 107 115 0% 0% 2.4% 3.5% 2.8% 8.7%Residential Consortium 3 2 0 0 0 0 33.3% 100.0% 0% 0% 0% 0%Roosevelt High School 0 0 427 443 406 419 0% 0% 2.8% 2.7% 3.4% 7.2%Salmon Bay K-8 School 121 119 0 0 0 0 2.5% 9.2% 0% 0% 0% 0%Seattle World School 30 22 85 90 33 22 6.7% 0.0% 8.2% 25.6% 21.2% 18.2%South Lake High School 0 0 15 31 38 36 0% 0% 13.3% 9.7% 7.9% 11.1%South Shore PK-8 School 90 94 0 0 0 0 0.0% 14.9% 0% 0% 0% 0%The Center School 0 0 76 68 55 61 0% 0% 2.6% 2.9% 1.8% 3.3%Tops K-8 School 58 61 0 0 0 0 1.7% 19.7% 0% 0% 0% 0%Washington Middle School 359 412 0 0 0 0 3.1% 4.9% 0% 0% 0% 0%West Seattle High School 0 0 253 226 254 247 0% 0% 2.4% 4.0% 4.7% 13.4%Whitman Middle School 307 296 0 0 0 0 1.0% 2.7% 0% 0% 0% 0%

Net Served Students in Grade Dropout Rate in Grade

Appendix A - Table 3: American Indian/Alaskan Native, Annual Dropout Rates, School Year 2014-15

School 7 8 9 10 11 12 7 8 9 10 11 12Aki Kurose Middle School 2 2 0 0 0 0 50.0% 50.0% 0% 0% 0% 0%Ballard High School 0 0 4 8 5 1 0% 0% 0.0% 0.0% 0.0% 0.0%Broadview-Thomson K-8 School 1 0 0 0 0 0 0.0% 0% 0% 0% 0% 0%

Cascade Parent Partnership Program 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Catharine Blaine K-8 School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%

Chief Sealth International High School 0 0 5 3 8 3 0% 0% 0.0% 0.0% 0.0% 0.0%Cleveland High School STEM 0 0 1 1 0 1 0% 0% 0.0% 0.0% 0% 0.0%David T. Denny International Middle School 1 2 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Eckstein Middle School 1 1 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Education Service Centers 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Franklin High School 0 0 2 2 2 1 0% 0% 0.0% 0.0% 50.0% 0.0%Garfield High School 0 0 2 1 3 2 0% 0% 0.0% 0.0% 0.0% 0.0%

Hamilton International Middle School 3 0 0 0 0 0 0.0% 0% 0% 0% 0% 0%Hazel Wolf K-8 2 1 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Hutch School 0 0 0 0 1 0 0% 0% 0% 0% 100.0% 0%Ingraham High School 0 0 1 2 2 3 0% 0% 0.0% 50.0% 0.0% 0.0%Interagency Programs 0 0 9 8 5 3 0% 0% 55.6% 25.0% 0.0% 33.3%Jane Addams Middle School 1 2 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Licton Springs K-8 1 3 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Madison Middle School 2 4 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Madrona K-8 School 2 2 0 0 0 0 50.0% 50.0% 0% 0% 0% 0%McClure Middle School 2 2 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Mercer International Middle School 1 2 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Middle College High School 0 0 0 0 1 3 0% 0% 0% 0% 0.0% 0.0%Nathan Hale High School 0 0 4 6 2 4 0% 0% 0.0% 0.0% 0.0% 0.0%Nova High School 0 0 1 2 1 1 0% 0% 0.0% 0.0% 0.0% 0.0%Orca K-8 School 0 1 0 0 0 0 0% 100.0% 0% 0% 0% 0%Pathfinder K-8 School 1 2 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Private School Services 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Rainier Beach High School 0 0 3 0 1 0 0% 0% 0.0% 0% 100.0% 0%Residential Consortium 1 0 0 0 0 0 0.0% 0% 0% 0% 0% 0%Roosevelt High School 0 0 2 5 1 3 0% 0% 0.0% 20.0% 0.0% 66.7%Salmon Bay K-8 School 1 1 0 0 0 0 0.0% 100.0% 0% 0% 0% 0%Seattle World School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%South Lake High School 0 0 0 0 1 0 0% 0% 0% 0% 0.0% 0%South Shore PK-8 School 0 2 0 0 0 0 0% 0.0% 0% 0% 0% 0%The Center School 0 0 1 0 1 1 0% 0% 0.0% 0% 0.0% 0.0%Tops K-8 School 0 1 0 0 0 0 0% 100.0% 0% 0% 0% 0%Washington Middle School 4 3 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%West Seattle High School 0 0 1 3 2 2 0% 0% 0.0% 0.0% 0.0% 50.0%Whitman Middle School 6 5 0 0 0 0 16.7% 0.0% 0% 0% 0% 0%


Appendix A - Table 4: Asian, Annual Dropout Rates, School Year 2014-15

School 7 8 9 10 11 12 7 8 9 10 11 12Aki Kurose Middle School 89 104 0 0 0 0 3.4% 3.8% 0% 0% 0% 0%Ballard High School 0 0 26 25 36 29 0% 0% 0.0% 8.0% 11.1% 0.0%Broadview-Thomson K-8 School 7 11 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%

Cascade Parent Partnership Program 0 0 0 0 0 3 0% 0% 0% 0% 0% 66.7%Catharine Blaine K-8 School 7 5 0 0 0 0 0.0% 20.0% 0% 0% 0% 0%

Chief Sealth International High School 0 0 55 49 59 51 0% 0% 0.0% 6.1% 6.8% 2.0%Cleveland High School STEM 0 0 91 97 91 88 0% 0% 1.1% 0.0% 0.0% 0.0%David T. Denny International Middle School 56 42 0 0 0 0 1.8% 0.0% 0% 0% 0% 0%Eckstein Middle School 30 39 0 0 0 0 6.7% 7.7% 0% 0% 0% 0%Education Service Centers 0 0 0 1 2 0 0% 0% 0% 100.0% 0.0% 0%Franklin High School 0 0 186 153 177 193 0% 0% 1.1% 3.3% 1.1% 7.3%Garfield High School 0 0 67 77 72 79 0% 0% 0.0% 5.2% 2.8% 1.3%

Hamilton International Middle School 37 25 0 0 0 0 0.0% 12.0% 0% 0% 0% 0%Hazel Wolf K-8 10 6 0 0 0 0 10.0% 16.7% 0% 0% 0% 0%Hutch School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Ingraham High School 0 0 50 51 52 54 0% 0% 4.0% 5.9% 0.0% 0.0%Interagency Programs 0 0 4 10 17 13 0% 0% 25.0% 20.0% 11.8% 23.1%Jane Addams Middle School 22 38 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Licton Springs K-8 1 1 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Madison Middle School 27 20 0 0 0 0 0.0% 10.0% 0% 0% 0% 0%Madrona K-8 School 0 1 0 0 0 0 0% 0.0% 0% 0% 0% 0%McClure Middle School 20 16 0 0 0 0 0.0% 6.3% 0% 0% 0% 0%

Mercer International Middle School 148 168 0 0 0 0 0.7% 3.0% 0% 0% 0% 0%Middle College High School 0 0 1 5 6 7 0% 0% 0.0% 0.0% 33.3% 28.6%Nathan Hale High School 0 0 40 35 42 33 0% 0% 2.5% 2.9% 4.8% 3.0%Nova High School 0 0 3 9 4 5 0% 0% 0.0% 11.1% 0.0% 0.0%Orca K-8 School 4 5 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Pathfinder K-8 School 7 3 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Private School Services 1 0 0 0 0 0 0.0% 0% 0% 0% 0% 0%Rainier Beach High School 0 0 43 44 28 26 0% 0% 2.3% 0.0% 0.0% 3.8%Residential Consortium 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Roosevelt High School 0 0 54 49 49 60 0% 0% 1.9% 2.0% 4.1% 5.0%Salmon Bay K-8 School 4 6 0 0 0 0 0.0% 16.7% 0% 0% 0% 0%Seattle World School 11 4 25 20 10 8 9.1% 0.0% 4.0% 35.0% 30.0% 25.0%South Lake High School 0 0 2 4 1 3 0% 0% 0.0% 25.0% 0.0% 0.0%South Shore PK-8 School 26 28 0 0 0 0 0.0% 3.6% 0% 0% 0% 0%The Center School 0 0 4 4 5 4 0% 0% 0.0% 25.0% 0.0% 0.0%Tops K-8 School 8 15 0 0 0 0 12.5% 6.7% 0% 0% 0% 0%Washington Middle School 71 79 0 0 0 0 1.4% 6.3% 0% 0% 0% 0%West Seattle High School 0 0 31 35 30 48 0% 0% 3.2% 2.9% 3.3% 10.4%Whitman Middle School 19 24 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%


Appendix A - Table 5: Native Hawaiian/Other Pacific Islander, Annual Dropout Rates, School Year 2014-15

School 7 8 9 10 11 12 7 8 9 10 11 12Aki Kurose Middle School 4 6 0 0 0 0 25.0% 0.0% 0% 0% 0% 0%Ballard High School 0 0 1 1 2 1 0% 0% 0.0% 100.0% 0.0% 0.0%Broadview-Thomson K-8 School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%

Cascade Parent Partnership Program 0 0 0 0 1 0 0% 0% 0% 0% 0.0% 0%Catharine Blaine K-8 School 0 1 0 0 0 0 0% 100.0% 0% 0% 0% 0%

Chief Sealth International High School 0 0 6 3 6 6 0% 0% 0.0% 0.0% 0.0% 0.0%Cleveland High School STEM 0 0 0 0 4 5 0% 0% 0% 0% 0.0% 0.0%David T. Denny International Middle School 6 5 0 0 0 0 0.0% 20.0% 0% 0% 0% 0%Eckstein Middle School 1 0 0 0 0 0 0.0% 0% 0% 0% 0% 0%Education Service Centers 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Franklin High School 0 0 1 0 2 0 0% 0% 0.0% 0% 0.0% 0%Garfield High School 0 0 1 1 1 0 0% 0% 0.0% 0.0% 0.0% 0%

Hamilton International Middle School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Hazel Wolf K-8 1 0 0 0 0 0 0.0% 0% 0% 0% 0% 0%Hutch School 0 1 0 0 0 0 0% 0.0% 0% 0% 0% 0%Ingraham High School 0 0 1 1 0 0 0% 0% 0.0% 0.0% 0% 0%Interagency Programs 0 0 1 0 4 5 0% 0% 0.0% 0% 0.0% 0.0%Jane Addams Middle School 2 0 0 0 0 0 0.0% 0% 0% 0% 0% 0%Licton Springs K-8 0 1 0 0 0 0 0% 0.0% 0% 0% 0% 0%Madison Middle School 2 1 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Madrona K-8 School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%McClure Middle School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%

Mercer International Middle School 2 2 0 0 0 0 50.0% 0.0% 0% 0% 0% 0%Middle College High School 0 0 0 0 1 1 0% 0% 0% 0% 100.0% 100.0%Nathan Hale High School 0 0 3 0 1 1 0% 0% 0.0% 0% 0.0% 0.0%Nova High School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Orca K-8 School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Pathfinder K-8 School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Private School Services 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Rainier Beach High School 0 0 2 2 3 3 0% 0% 0.0% 0.0% 0.0% 0.0%Residential Consortium 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Roosevelt High School 0 0 0 1 0 0 0% 0% 0% 0.0% 0% 0%Salmon Bay K-8 School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Seattle World School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%South Lake High School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%South Shore PK-8 School 1 0 0 0 0 0 0.0% 0% 0% 0% 0% 0%The Center School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Tops K-8 School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Washington Middle School 0 5 0 0 0 0 0% 20.0% 0% 0% 0% 0%West Seattle High School 0 0 1 3 1 1 0% 0% 0.0% 0.0% 0.0% 0.0%Whitman Middle School 2 0 0 0 0 0 0.0% 0% 0% 0% 0% 0%


Appendix A - Table 6: Black/African American, Annual Dropout Rates, School Year 2014-15

School 7 8 9 10 11 12 7 8 9 10 11 12Aki Kurose Middle School 77 98 0 0 0 0 14.3% 12.2% 0% 0% 0% 0%Ballard High School 0 0 14 25 21 19 0% 0% 0.0% 0.0% 0.0% 5.3%

Broadview-Thomson K-8 School 10 16 0 0 0 0 10.0% 18.8% 0% 0% 0% 0%Cascade Parent Partnership Program 1 0 0 0 1 1 0.0% 0% 0% 0% 0.0% 100.0%Catharine Blaine K-8 School 1 2 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Chief Sealth International High School 0 0 66 65 65 61 0% 0% 4.5% 4.6% 1.5% 3.3%Cleveland High School STEM 0 0 55 85 70 68 0% 0% 0.0% 0.0% 1.4% 0.0%David T. Denny International Middle School 60 68 0 0 0 0 1.7% 7.4% 0% 0% 0% 0%Eckstein Middle School 15 14 0 0 0 0 13.3% 0.0% 0% 0% 0% 0%Education Service Centers 0 0 1 2 3 1 0% 0% 100.0% 0.0% 0.0% 100.0%Franklin High School 0 0 101 88 80 98 0% 0% 5.0% 3.4% 6.3% 8.2%Garfield High School 0 0 125 97 101 98 0% 0% 0.0% 1.0% 1.0% 1.0%Hamilton International Middle School 4 6 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Hazel Wolf K-8 7 7 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Hutch School 0 0 0 1 0 0 0% 0% 0% 100.0% 0% 0%Ingraham High School 0 0 18 30 23 25 0% 0% 5.6% 0.0% 4.3% 4.0%Interagency Programs 0 2 30 52 68 66 0% 50.0% 16.7% 7.7% 11.8% 22.7%Jane Addams Middle School 25 26 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Licton Springs K-8 2 1 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Madison Middle School 35 30 0 0 0 0 0.0% 16.7% 0% 0% 0% 0%Madrona K-8 School 14 23 0 0 0 0 7.1% 0.0% 0% 0% 0% 0%McClure Middle School 12 8 0 0 0 0 16.7% 25.0% 0% 0% 0% 0%Mercer International Middle School 98 62 0 0 0 0 4.1% 12.9% 0% 0% 0% 0%Middle College High School 0 0 0 2 8 20 0% 0% 0% 0.0% 37.5% 15.0%Nathan Hale High School 0 0 30 41 26 38 0% 0% 3.3% 4.9% 0.0% 2.6%Nova High School 0 0 3 6 7 4 0% 0% 0.0% 16.7% 14.3% 0.0%Orca K-8 School 27 11 0 0 0 0 0.0% 18.2% 0% 0% 0% 0%Pathfinder K-8 School 4 3 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Private School Services 0 0 1 0 1 0 0% 0% 0.0% 0% 0.0% 0%Rainier Beach High School 0 0 87 70 54 63 0% 0% 3.4% 5.7% 3.7% 6.3%Residential Consortium 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Roosevelt High School 0 0 18 21 17 16 0% 0% 5.6% 0.0% 0.0% 25.0%Salmon Bay K-8 School 3 3 0 0 0 0 0.0% 33.3% 0% 0% 0% 0%Seattle World School 9 8 26 42 8 6 11.1% 0.0% 7.7% 16.7% 0.0% 16.7%South Lake High School 0 0 7 13 26 11 0% 0% 14.3% 0.0% 7.7% 9.1%South Shore PK-8 School 42 41 0 0 0 0 0.0% 19.5% 0% 0% 0% 0%The Center School 0 0 3 5 2 3 0% 0% 0.0% 0.0% 0.0% 33.3%Tops K-8 School 22 11 0 0 0 0 0.0% 9.1% 0% 0% 0% 0%Washington Middle School 107 123 0 0 0 0 6.5% 4.1% 0% 0% 0% 0%West Seattle High School 0 0 31 25 34 40 0% 0% 6.5% 0.0% 2.9% 20.0%Whitman Middle School 30 16 0 0 0 0 0.0% 6.3% 0% 0% 0% 0%


Appendix A - Table 7: Hispanic or Latino, Annual Dropout Rates, School Year 2014-15


Cascade Parent Partnership Program 3 0 0 0 0 2 0.0% 0% 0% 0% 0% 100.0%Catharine Blaine K-8 School 5 4 0 0 0 0 0.0% 25.0% 0% 0% 0% 0%Chief Sealth International High School 0 0 75 80 77 78 0% 0% 6.7% 3.8% 2.6% 3.8%Cleveland High School STEM 0 0 23 18 17 22 0% 0% 0.0% 0.0% 0.0% 0.0%David T. Denny International Middle School 100 84 0 0 0 0 3.0% 6.0% 0% 0% 0% 0%Eckstein Middle School 24 31 0 0 0 0 8.3% 6.5% 0% 0% 0% 0%Education Service Centers 0 0 0 3 3 1 0% 0% 0% 0.0% 0.0% 0.0%Franklin High School 0 0 33 28 33 14 0% 0% 0.0% 3.6% 0.0% 14.3%Garfield High School 0 0 33 39 35 27 0% 0% 6.1% 2.6% 0.0% 3.7%

Hamilton International Middle School 23 17 0 0 0 0 8.7% 23.5% 0% 0% 0% 0%Hazel Wolf K-8 15 8 0 0 0 0 6.7% 0.0% 0% 0% 0% 0%Hutch School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Ingraham High School 0 0 43 46 28 20 0% 0% 0.0% 15.2% 7.1% 5.0%Interagency Programs 0 3 23 41 33 28 0% 33.3% 39.1% 12.2% 18.2% 21.4%Jane Addams Middle School 26 15 0 0 0 0 3.8% 13.3% 0% 0% 0% 0%Licton Springs K-8 0 3 0 0 0 0 0% 0.0% 0% 0% 0% 0%Madison Middle School 34 31 0 0 0 0 2.9% 6.5% 0% 0% 0% 0%Madrona K-8 School 8 4 0 0 0 0 0.0% 25.0% 0% 0% 0% 0%McClure Middle School 20 23 0 0 0 0 5.0% 8.7% 0% 0% 0% 0%

Mercer International Middle School 55 53 0 0 0 0 3.6% 3.8% 0% 0% 0% 0%Middle College High School 0 0 1 2 11 14 0% 0% 0.0% 0.0% 18.2% 42.9%Nathan Hale High School 0 0 35 47 28 24 0% 0% 8.6% 8.5% 3.6% 4.2%Nova High School 0 0 7 5 4 4 0% 0% 0.0% 0.0% 0.0% 0.0%Orca K-8 School 3 4 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Pathfinder K-8 School 6 11 0 0 0 0 0.0% 9.1% 0% 0% 0% 0%Private School Services 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Rainier Beach High School 0 0 21 19 12 14 0% 0% 0.0% 5.3% 0.0% 28.6%Residential Consortium 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Roosevelt High School 0 0 41 39 43 33 0% 0% 2.4% 0.0% 4.7% 12.1%Salmon Bay K-8 School 9 9 0 0 0 0 11.1% 0.0% 0% 0% 0% 0%Seattle World School 8 8 28 25 15 6 0.0% 0.0% 14.3% 32.0% 26.7% 16.7%South Lake High School 0 0 4 11 8 15 0% 0% 0.0% 9.1% 12.5% 13.3%South Shore PK-8 School 10 10 0 0 0 0 0.0% 20.0% 0% 0% 0% 0%The Center School 0 0 8 8 2 4 0% 0% 0.0% 0.0% 0.0% 0.0%Tops K-8 School 5 2 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Washington Middle School 24 32 0 0 0 0 0.0% 6.3% 0% 0% 0% 0%West Seattle High School 0 0 32 36 29 37 0% 0% 3.1% 8.3% 6.9% 27.0%Whitman Middle School 40 40 0 0 0 0 5.0% 7.5% 0% 0% 0% 0%


Appendix A - Table 8: White, Annual Dropout Rates, School Year 2014-15


Cascade Parent Partnership Program 5 4 0 0 15 13 0.0% 0.0% 0% 0% 6.7% 84.6%Catharine Blaine K-8 School 42 50 0 0 0 0 0.0% 20.0% 0% 0% 0% 0%Chief Sealth International High School 0 0 86 60 79 87 0% 0% 3.5% 1.7% 3.8% 0.0%Cleveland High School STEM 0 0 14 11 17 6 0% 0% 0.0% 0.0% 0.0% 0.0%David T. Denny International Middle School 76 91 0 0 0 0 0.0% 5.5% 0% 0% 0% 0%Eckstein Middle School 206 173 0 0 0 0 1.0% 4.0% 0% 0% 0% 0%Education Service Centers 0 0 0 1 0 0 0% 0% 0% 100.0% 0% 0%Franklin High School 0 0 19 17 27 21 0% 0% 5.3% 11.8% 7.4% 14.3%Garfield High School 0 0 202 140 152 125 0% 0% 1.0% 2.9% 1.3% 1.6%Hamilton International Middle School 225 229 0 0 0 0 1.3% 7.9% 0% 0% 0% 0%Hazel Wolf K-8 65 43 0 0 0 0 3.1% 9.3% 0% 0% 0% 0%Hutch School 0 0 0 0 0 0 0% 0% 0% 0% 0% 0%Ingraham High School 0 0 201 184 151 130 0% 0% 0.5% 3.8% 2.6% 1.5%Interagency Programs 0 1 17 31 32 26 0% 100.0% 23.5% 6.5% 6.3% 23.1%Jane Addams Middle School 109 101 0 0 0 0 0.0% 3.0% 0% 0% 0% 0%Licton Springs K-8 3 5 0 0 0 0 33.3% 20.0% 0% 0% 0% 0%Madison Middle School 116 152 0 0 0 0 0.0% 9.9% 0% 0% 0% 0%Madrona K-8 School 5 4 0 0 0 0 0.0% 25.0% 0% 0% 0% 0%McClure Middle School 122 106 0 0 0 0 0.0% 6.6% 0% 0% 0% 0%

Mercer International Middle School 35 23 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Middle College High School 0 0 8 19 26 27 0% 0% 12.5% 26.3% 26.9% 7.4%Nathan Hale High School 0 0 177 147 156 131 0% 0% 1.1% 4.8% 1.3% 4.6%Nova High School 0 0 34 73 49 52 0% 0% 5.9% 1.4% 4.1% 1.9%Orca K-8 School 22 29 0 0 0 0 4.5% 17.2% 0% 0% 0% 0%Pathfinder K-8 School 32 37 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Private School Services 7 3 2 5 1 1 28.6% 33.3% 0.0% 0.0% 0.0% 0.0%Rainier Beach High School 0 0 5 3 5 5 0% 0% 0.0% 0.0% 0.0% 20.0%Residential Consortium 2 1 0 0 0 0 50.0% 100.0% 0% 0% 0% 0%Roosevelt High School 0 0 274 302 272 282 0% 0% 3.3% 2.3% 3.7% 5.7%Salmon Bay K-8 School 96 92 0 0 0 0 2.1% 6.5% 0% 0% 0% 0%Seattle World School 2 2 4 3 0 2 0.0% 0.0% 0.0% 33.3% 0% 0.0%South Lake High School 0 0 1 1 0 3 0% 0% 0.0% 0.0% 0% 0.0%South Shore PK-8 School 4 8 0 0 0 0 0.0% 12.5% 0% 0% 0% 0%The Center School 0 0 53 49 39 46 0% 0% 1.9% 2.0% 2.6% 2.2%Tops K-8 School 23 30 0 0 0 0 0.0% 26.7% 0% 0% 0% 0%Washington Middle School 126 143 0 0 0 0 1.6% 4.2% 0% 0% 0% 0%West Seattle High School 0 0 135 106 141 100 0% 0% 1.5% 4.7% 5.7% 9.0%Whitman Middle School 187 186 0 0 0 0 0.0% 2.2% 0% 0% 0% 0%


Appendix A - Table 9: 2 or More Races, Annual Dropout Rates, School Year 2014-15

School 7 8 9 10 11 12 7 8 9 10 11 12Aki Kurose Middle School 8 11 0 0 0 0 12.5% 0.0% 0% 0% 0% 0%Ballard High School 0 0 20 27 17 16 0% 0% 0.0% 0.0% 0.0% 6.3%Broadview-Thomson K-8 School 5 4 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Cascade Parent Partnership Program 1 2 0 0 2 0 0.0% 0.0% 0% 0% 0.0% 0%Catharine Blaine K-8 School 4 6 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%

Chief Sealth International High School 0 0 15 21 17 15 0% 0% 6.7% 0.0% 0.0% 0.0%Cleveland High School STEM 0 0 9 8 3 9 0% 0% 0.0% 0.0% 0.0% 0.0%David T. Denny International Middle School 19 18 0 0 0 0 0.0% 5.6% 0% 0% 0% 0%Eckstein Middle School 22 27 0 0 0 0 9.1% 7.4% 0% 0% 0% 0%Education Service Centers 0 0 1 0 0 1 0% 0% 0.0% 0% 0% 0.0%Franklin High School 0 0 11 6 10 9 0% 0% 0.0% 0.0% 0.0% 11.1%Garfield High School 0 0 39 22 19 20 0% 0% 2.6% 4.5% 0.0% 5.0%

Hamilton International Middle School 27 15 0 0 0 0 0.0% 6.7% 0% 0% 0% 0%Hazel Wolf K-8 14 5 0 0 0 0 7.1% 20.0% 0% 0% 0% 0%Hutch School 1 0 1 0 0 0 0.0% 0% 100.0% 0% 0% 0%Ingraham High School 0 0 34 13 11 15 0% 0% 0.0% 0.0% 0.0% 0.0%Interagency Programs 0 0 7 4 11 8 0% 0% 14.3% 25.0% 18.2% 12.5%Jane Addams Middle School 25 14 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Licton Springs K-8 1 0 0 0 0 0 0.0% 0% 0% 0% 0% 0%Madison Middle School 22 20 0 0 0 0 4.5% 10.0% 0% 0% 0% 0%Madrona K-8 School 3 4 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%McClure Middle School 14 15 0 0 0 0 0.0% 6.7% 0% 0% 0% 0%Mercer International Middle School 14 21 0 0 0 0 0.0% 4.8% 0% 0% 0% 0%Middle College High School 0 0 3 1 4 1 0% 0% 0.0% 0.0% 0.0% 0.0%Nathan Hale High School 0 0 28 21 17 11 0% 0% 7.1% 4.8% 0.0% 9.1%Nova High School 0 0 4 9 5 2 0% 0% 0.0% 11.1% 0.0% 0.0%Orca K-8 School 5 11 0 0 0 0 0.0% 9.1% 0% 0% 0% 0%Pathfinder K-8 School 6 4 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%Private School Services 0 0 0 0 1 0 0% 0% 0% 0% 0.0% 0%Rainier Beach High School 0 0 7 5 4 4 0% 0% 0.0% 0.0% 0.0% 0.0%Residential Consortium 0 1 0 0 0 0 0% 100.0% 0% 0% 0% 0%Roosevelt High School 0 0 38 26 24 25 0% 0% 0.0% 11.5% 0.0% 4.0%Salmon Bay K-8 School 8 8 0 0 0 0 0.0% 25.0% 0% 0% 0% 0%Seattle World School 0 0 2 0 0 0 0% 0% 0.0% 0% 0% 0%South Lake High School 0 0 1 2 2 4 0% 0% 100.0% 50.0% 0.0% 25.0%South Shore PK-8 School 7 5 0 0 0 0 0.0% 40.0% 0% 0% 0% 0%The Center School 0 0 7 2 6 3 0% 0% 14.3% 0.0% 0.0% 0.0%Tops K-8 School 0 2 0 0 0 0 0% 50.0% 0% 0% 0% 0%Washington Middle School 27 27 0 0 0 0 3.7% 3.7% 0% 0% 0% 0%West Seattle High School 0 0 22 18 17 19 0% 0% 0.0% 0.0% 0.0% 0.0%Whitman Middle School 23 25 0 0 0 0 0.0% 0.0% 0% 0% 0% 0%


APPENDIX B: Seattle Public Schools 2015-16 School-Level Suspension-Expulsion Rates

Data as of 3/29 123 School Days (68.33% of School Year)

What are the causes of suspension/expulsion:

Hard to track since behavior codes have changed. Primary reasons include: Fighting (E240), Interference with School Authorities (E520), Possessing/Using Marijuana (E133), Disruptive Conduct (D110), Assault (E210), Threats of Violence (E250), and Disobedience (D130).

How many students are being suspended each year:

What are the suspension/expulsion rates for middle school and high school students (overall)?

1509

975

452

14-15 SY 15-16 SY

Actual Projected

10.1%

6.0%

2.8%

14-15 SY 15-16 SY

Actual Projected

B-1

What are the suspension/expulsion rates for middle school and high school students (by school)?

14%

4%

14%

2%

6%

10%

3%

6%

4%

3%

1%

4%

8%

5%

7%

34%

5%

9%

6%

1%

10%

6%

16%

2%

1%

9%

19%

7%

2%

11%

8%

8%

7%

3%

6%

2%

3%

9%

5%

8%

3%

3%

1%

4%

6%

4%

7%

18%

7%

8%

4%

6%

9%

1%

20%

3%

1%

3%

37%

3%

2%

11%

5%

9%

0% 5% 10% 15% 20% 25% 30% 35% 40%

Aki Kurose Middle School

Ballard High School

Broadview-Thomson K-8…

Catharine Blaine K-8 School

Chief Sealth Intl HS

David T. Denny Intl MS

Eckstein Middle School

Franklin High School

Garfield High School

Hamilton Intl MS

Hazel Wolf K-8

Ingraham High School

Jane Addams MS

Licton Springs K-8

Madison Middle School

Madrona K-8 School

McClure Middle School

Mercer Intl MS

Nathan Hale High School

Nova High School

Orca K-8 School

Pathfinder K-8 School

Rainier Beach High School

Roosevelt High School

Salmon Bay K-8 School

Seattle World School

South Lake High School

The Center School

TOPS K-8 School

Washington Middle School

West Seattle High School

Whitman Middle School

SY15 SY16 SY16 projected

B-2

Appendix C: Figures 20 – 21 from “Breaking Schools Rules: A Statewide Study of How School Discipline Relates to Student’s Success and Juvenile Justice Involvement.” Council of State Governments Justice Center and The Public Policy Research Institute, Texas A&M University, July 2011.”

C-1

Road MapProjectRegion

AuburnSchoolDistrict

FederalWay PublicSchools

HighlinePublicSchools

KentSchoolDistrict

RentonSchoolDistrict

SouthSeale

TukwilaSchoolDistrict

38%N = 6,538

37%N = 1,283

47%N = 1,535 36%

N = 1,00737%N = 994

30%N = 834

38%N = 740 26%

N = 145

Academic year (or High school graduang class)

If available, list sorted by schools with more None students

Technical NotesThis indicator shows the percent of high school graduates who earned a 2-year or 4-year postsecondary credenal by age 24 (i.e. 6-years aer their expected highschool graduaon). Bar graphs above include students who graduated high school in 2009. DATA SOURCE(S). OSPI CEDARS student-level data via ERDC · Naonal Stu-dent Clearinghouse (NSC) via ERDC. *Sup = Suppression. To protect student privacy, data is suppressed for student groups with fewer than 10 students. An addionallayer of suppression is applied in cases where only one subgroup has fewer than 10 students.

II. Select a district and school to compare subgroups

All

Asian

White

African

American

Hispanic/

Lano

American-

Indian

Female

Male

Non-

Homeless

Homeless

25%N=12

24%N=8019%

N=328

59%N=237

39%N=350 36%

N=993

7%N=14

34%N=474

38%N=533

36%N=1,007

Schoolall schools

District (or region)South Seale

2009 percent of high school graduates who completed postsecondary at all schools in South Seale

Abc

2009 percent of All high school graduates who completed postsecondary

Acon areac. Earn a College Degree or Career Credenal

Indicatorhigh school graduates who completed postsecondary

Year/Graduang class2009

SubgroupAll

I. Select an acon area, indicator, year and subgroup to display figures

Thank you for using the Road Map Project Annual Indicator Dashboard. This dashboard is provided by Community Center forEducaon Results (CCER) and located on our website at: hp://www.roadmapproject.org/dashboard If you are interested inusing these data in community meengs, please contact CCER at: [email protected]. Download to save as PDF

Feedback survey: hps://www.surveymonkey.com..

Instrucon guide: hp://www.roadmapproject.org..

Select [CTRL+"click"] one or more district bars to examine trends and school list

Select [CTRL+"click"] one or more subgroup bars to examine trends

Academic year (or High school graduang class)

Updated: 04/19/2016

Appendix D: South Seattle High Schools 2009 Graduates' College Acceptance Rates

D-1

Appendix E: 2014-15 School Reports for Seattle Public Schools International Schools

North

John Stanford International School

McDonald International School

Hamilton International Middle School

Ingraham High School - an International School

Southwest

Concord International School

Denny International Middle School

Chief Sealth International High School

Southeast

Beacon Hill International School

Dearborn Park International School

Mercer International Middle School

E-1

Student perceptions of school climate

Family perceptions of school-family engagement

Staff perceptions of professional environment

Students with fewer than 10 absences in the school year

Student motivation and engagement

Family satisfaction with school quality

3rd graders demonstrating grade level proficiency in English Language Arts

3rd graders demonstrating grade level proficiency in mathematics

4th graders demonstrating grade level proficiency in mathematics


4th graders demonstrating grade level proficiency in English Language Arts


62%

64%

64%

56%

65%

66%

83% 75%

78% 80%

86% 81%

Met Adequate Yearly Progress (AYP) Proficiency Goal for ELA: No

Met Adequate Yearly Progress (AYP) Proficiency Goal for Math: No

# Students: 469

# Teachers: 25

Students per teacher: 19

Average daily attendance: 96.6%

Student mobility: 3%


Seattle Public Schools Segmentation Level: n/a

67%68% 65%

87%92%72%

77%79% 73%

77%

81%

83%

14–1513–14

90%

93%

89%

66%

88%

78%

83%

80%

85%

14–1513–14

School Results District ES Average

71%

69%

77%

School Report for 2014–15 School Yearstanfordes.seattleschools.org

Deirdre Fauntleroy, Principal

Results for each survey category equal the average positive responses for a subset of questions. See results here:

Year-to-Year Growth: Following the Same Students

Student Achievement *

Year-to-Year Growth data are not included this year due to the transition to Smarter Balanced Assessments in 2014-15.

Attendance

Student, Family, and Staff School Climate Survey


Average Positive Responses*School Results District ES Average

Student Demographics Student Proficiency on State Tests

Accountability and School Performance

2014–15 School Year

14–1513–1414–1513–14

14–1513–1414–1513–14

Spring 2015 School average compared to District elementary school averageNative American 1%

Black 1%

Hispanic 13%

Asian/Pacific Islander 11%

White 57%

Free/Reduced Lunch 8%

English Language Learners 4%

Special Education 5%

10%

All District Elementaries

Advanced Learning Eligible

Multiracial/Unknown 17%

This SchoolData as of Oct. 1, 2014

5th graders demonstrating grade level proficiency in science

89%72%76%84%

Families responding to survey 25%31%

tiny.cc/seattlesurveys

For a detailed description of the methodology and data sources used for each measure, please access the Glossary at: tiny.cc/schoolreports

* Students who did not participate in state testing are counted as not demonstrating proficiency. For more details, see "Student Achievement" section of the Glossary

v1.1

70%

91%

88%

58%

64%

Black

Hispanic

Asian/Pacific Islander

White

Free/Reduced Lunch

Eng. Lang. Learners

Special Education

Native American

English Language Arts MathematicsSchool District Avg

31%

34%

45%

79%

65%

41%

21%

45%

School District Avg

80%

92%

83%

58%

64%

35%

31%

41%

74%

68%

39%

26%

41%

84%Multiracial 68% 81% 65%

100%Gifted 94% 100% 94%

85%All Students 64% 83% 61%

E-2

http://tiny.cc/seattlesurveys

http://tiny.cc/schoolreports

http://tiny.cc/reports_glossary

Annual

Budget

Report

We focus on student learning that leads to active global citizenship: academic rigor, social emotional aptitude, cultural competency, proficiency in an immersion language, awareness of global issues and the passion to act, cultivation of a JOY of learning.

John Stanford International School is and award-winning elementary school with the goal of educating students who demonstrate excellence in academics, communication, cultural and global competence and international language. All students participate in our language immersion program; learning subjects such as math and science in Japanese or Spanish for half the day. We strive to simultaneously enhance achievement in core subjects and to build proficiency in the target language. Language Arts is taught in English. We use the workshop model in both reading and writing. All subjects are aligned to Common Core State Standards. Instruction is designed to accommodate the needs of all learners students who need extra support and those who need an extra challenge. One of the unique attributes of John Stanford International School is the integration of global perspectives into our core curriculum. Teachers collaborate in grade level teams to incorporate a variety of cultural, historical and linguistic perspectives not only through our social studies curriculum but also through folktales, music, art, PE and community celebrations.

By focusing on research proven strategies such as aligning curriculum, increasing collaboration time for teachers and increasing student self-efficacy, we endeavor to increase the number of students who pass the English Language Arts Smarter Balanced assessment: -From 90% (in 3rd grade) to 95% (as current 4th graders) -From 88% (in 4th grade) to 90% (as current 5th graders)

One of the goals of having School Reports is to support families as critical partners with us in a student s academic success. To get involved, please share this with your friends and neighbors, reach out to our volunteer coordinator and/or consider joining the school's Building Leadership Team to help shape your school's improvement plan.

$3,071,056

Per-Student Funding:

$6,735All financial data are from the 2015–16 recommended budget.

Seattle Public Schools is committed to ensuring equitable access, closing the opportunity gaps and excellence in education for every student.

Bilingual

1%

Grant &

Other

19%

Basic & Voc

Ed

76%

Special Ed

4%

456

School

Mission

Statement

School

Goals

School

Description

&

Plan to

Achieve

Goals

District Mission

Statement

Invitation to Participate2015–16 School Funding by Category Total 2015–16 School

Projected 2015–16 Student

Enrollment:


School Plan & Budget for the 2015–16 School Year

Deirdre Fauntleroy, Principal

E-3













62%

64%

64%

56%

65%

66%

79% 75%

77% 80%

89% 81%



# Students: 408

# Teachers: 23




McDonald Int'l Elementary


63%74% 65%

77%97%

72%

72%83% 73%

77%

81%

83%

14–1513–14

86%

90%

71%

86%

68%

86%

76%

76%

85%

14–1513–14


71%

69%

77%

School Report for 2014–15 School Yearmcdonaldes.seattleschools.org

Daniel Golosman, Principal





Attendance







14–1513–1414–1513–14

14–1513–1414–1513–14


Black 0%

Hispanic 12%


White 68%




5%






100%72%76%79%





v1.1

83%

82%

31%

Black

Hispanic


White

Free/Reduced Lunch

Eng. Lang. Learners

Special Education

Native American


31%

34%

45%

79%

65%

41%

21%

45%

School District Avg

72%

87%

33%

35%

31%

41%

74%

68%

39%

26%

41%


Gifted 94% 94%


E-4




Annual

Budget

Report

Through teaching and practicing our core values, our school community will challenge stereotypes and promote social justice in a diverse world. We will foster academic achievment through integrated, collaborative learning. In our international education (cont'd below)

We teach Japanese and Spanish in a language immersion model, and focus on global perspectives through social studies. We make use of best practices in balanced literacy and math instruction, as well as effective use of Multi-Tiered Systems of Supports. Our professional learning community (PLC) teams meet regularly to monitor student progress on formative and summative assessments and adjust instruction as needed. At McDonald International School we have eight Core Values: Cultural Competence: We seek to understand, appreciate, and effectively communicate with people across cultures. Respect: We treat others as we want to be treated. Responsibility: We are accountable for our choices, actions and words. Justice: We work for equal rights, freedom from bias, and fair treatment for all. Empathy: We understand and enter into another’s feelings. Courage: We have the strength to do the right thing. Honesty: We are truthful members of our community. Perseverance: We are determined to keep working and trying even when things feel hard.

(Cont'd from above) program, students will celebrate their own identity as they investigate the world, recognize different perspectives, and communicate effectively across cultures so they are empowered to take action. School Goals: At McDonald International School, we have focused our goals on Math, Reading, Writing, Behavioral/Social-Emotional, and Advanced Learning Opportunities.

One of the goals of having School Reports is to support families as critical partners with us in a student s academic success. To get involved, please share this with your friends and neighbors, visit the school, or consider talking to the teacher or principal about joining the school's Building Leadership Team or Parent Teacher Student Association to shape your school's improvement plan.

$3,013,919




Grant &

Other

19%

Special Ed

6% Basic & Voc

Ed

75%

461

School

Mission

Statement

School

Goals

School

Description

&

Plan to

Achieve

Goals

District Mission

Statement



Enrollment:

McDonald International Elementary


Daniel Golosman, Principal

E-5








64%

58%

61%

56%

62%

61%

71% 66%





Hamilton Int'l Middle School


67%

14–1513–14

74%

78%

74%

69%

69%

63%

70%

14–1513–14

School Results District MS Average

School Report for 2014–15 School Yearhamiltonms.seattleschools.org

Tipton Blish, Principal




Attendance






14–1513–1414–1513–14

Spring 2015 School average compared to District middle school averageNative American 0%

Black 3%

Hispanic 6%


White 74%




61%

All District Middle Schools





91%67%77%83%

Students taking and passing the Algebra I course by 8th grade

51%64%






76% 75%

75% 70%

63%66% 52%

64%62% 69%

64%65% 63%

73%

73%

75%

76%

55%

66%

67%

Average Positive Responses*School Results District MS Average

14–1513–1414–1513–14


Results for each survey category equal the average positive responses for a subset of questions. See results here: tiny.cc/seattlesurveys



# Students: 956

# Teachers: 50


v1.1

35%

43%

66%

74%

25%

20%

37%

Black

Hispanic


White

Free/Reduced Lunch

Eng. Lang. Learners

Special Education

Native American


33%

31%

47%

75%

71%

43%

17%

33%

School District Avg

40%

50%

75%

78%

41%

60%

52%

28%

29%

40%

70%

71%

40%

25%

26%


81%Gifted 85% 86% 86%


E-6




Annual

Budget

Report

Hamilton International Middle School, a rigorous academic and collaborative learning community, educates students to succeed and contribute in a diverse world. At Hamilton we value continuous growth, respect, diversity, integrity, and teamwork.

Hamilton International Middle School continues to be a highly collaborative, rigorous academic, growth-minded middle school. Our teaching and support staff work together to ensure every student has access to strong and appropriate curriculum and to identify the learning needs of each student. We develop strong partnerships with our family and community in support of this work. Our students learn to understand global issues and how to have a role in the world. Math: We offer six levels of math classes to meet each students' learning needs. We have also implemented a co-teaching model in math classes for targeted students currently not meeting standard on the SBA. Teachers are working collaboratively to provide math interventions during the school day. Additionally, teachers are developing common assessments and transitioning to standards based instruction in order to better support student progress and provide students with multiple opportunities to demonstrate proficiency. Reading and Writing: We have implemented a co-teaching model in many Language Arts classes to support struggling learners. Teachers are collaboratively aligning the curriculum to the Common Core State Standards and developing common formative assessments.

Math: We will increase the percentage of students proficient on the SBA Math assessment: 6th grade from 85% to 88%; 7th grade from 89% to 91%; 8th grade from 81% to 86%. Reading and Writing: We will increase the percentage of students proficient on the SBA ELA assessment: 6th grade from 81% to 86%; 7th grade from 83% to 87%; 8th grade from 76% to 82%.


$7,035,765




Bilingual

1%

Grant &

Other

1%

Basic & Voc

Ed

80%

Special Ed

18%

1068

School

Mission

Statement

School

Goals

School

Description

&

Plan to

Achieve

Goals

District Mission

Statement



Enrollment:

Hamilton International Middle School


Tipton Blish, Principal

E-7









9th and 10th graders proficient on the state Algebra & Geometry tests

10th graders meeting state testing requirements for graduation


9th and 10th graders proficient on the state Biology test

75%

10%

41%71%

58%

6%

71% 70%

49% 51%

64% 71%

72% 71%





Ingraham Int'l High School


60%53% 59%

78%77% 66%

63%68% 61%

73%

59%

49%

64%

69%

14–1513–14

87%

1%

69%

63%

1%

74%

51%

70%

72%

14–1513–14

School Results District HS Average

54%

68%

62%

School Report for 2014–15 School Yearingrahamhs.seattleschools.org

Martin Floe, Principal




Attendance



Average Positive Responses*School Results District HS Average




14–1513–1414–1513–14

14–1513–1414–1513–14

Spring 2015 School average compared to District high school average (grades 9 & 10)Native American 1%

Black 9%

Hispanic 11%


White 56%




25%

All District High Schools



This School

For a detailed description of the methodology and data sources used for each measure, please access the Glossary at:

Data as of Oct. 1, 2014


College & Career ReadySchool Results District HS Average

14–1513–1414–1513–14

Students taking and passing a college level course by 12th grade

71% 68%

9th graders earning sufficient credits

84% 87%84%90%

On-Track for Graduation

Students graduating in 4 years or fewer

80%75% 76%


83%84% 81%

74%

80%

School Results District HS Average14–1513–1414–1513–14

* Students who did not participate in state testing are counted as not demonstrating proficiency. For more details, see "Student Achievement" section of the


tiny.cc/schoolreports

Glossary

# Students: 1,234

# Teachers: 59


v1.1

68%

67%

87%

94%

75%

27%

41%

Black

Hispanic


White

Free/Reduced Lunch

Eng. Lang. Learners

Special Education

Native American


52%

46%

63%

88%

80%

57%

22%

42%

School District Avg

40%

60%

69%

87%

56%

36%

58%

48%

49%

62%

89%

80%

59%

47%

52%


100%Gifted 95%


E-8




Annual

Budget

Report

To empower Multi-Ethnic Urban Youth to particpate fully in post high school training, the world of work and society, in order to become productive and responsible citizens in our local and global community.

Math: Support for Math Instruction for Algebra 1 students includes the delivery of the Agile Minds Curriculum for Level 1 and Level 2 students. These supports are delivered in an intensified two hour block of instructional time and it is funded by the DEEL Innovation High School Levy. Additional Levy supports for Math include after-school tutoring four days/week as well as the provision of a Student Support Specialist push in classroom tutoring from El Centro De La Raza. MESA tutoring reaches students in weekly after school session each week for all grade and/or math levels. Robotics Club and Girls Who Code Club are engaging student groups which encourage Math Skills.Science: Support for Science instruction for 9th Grade Physical Science includes push-in classroom and afterschool tutoring Student Support Specialist/UTSS Tutor to provide in class tutoring. The 10th Grade Water Project is integrated into the 10th Grade Biology courses (regular and honors) and includes an Action Plan Project. Extended learning tutoring funded by LAP funds are available to allow for Science teachers to offer after-school support to students who need extra help at any grade level. MESA club and Rocket Club are engaging student groups which encourage Science Skill applications.9th Grade Transition/Completion: There is a comprehensive program designed to improve the transition experience and support 9th Grade students gather all their credits in their 9th Grade year. The plan begins with Link Crew Orientation and Link Crew Leaders as peer mentors for all 9th Grade students. Student Support Specialists work with over 100of our 9th Grade students as Case Managers as well as offer push in classroom tutoring for regular 9th Grade classes in the CORE subjects. After-school Tutoring offered by 9th Grade Teachers and UTSS and El Centro Tutors is offered 4 days per week. 9th Grade Saturday School is run by teachers, tutors and the Academic Intervention Specialist every month.

Mathematics: For all African American Students we will see a 5% increase in studentsmeeting the standard on the state test from 40% to 45%.Science: For all students we will increase the percentage of students proficient on the state test from 70% to 75%. 9th grade transition: For the 9th grade students we will improve by 5% the number of 9th graders passing 5/6 classes from 90% to 95%

AtIngraham High School we actively engage our parents and community members in formal and informal ways. Parents contribute to our school community in our PTO "The Friends of Ingraham" and as volunteers at many levels. Please consider reaching out to our School Principal, Martin Floe and engage in shaping our school's improvement plan. Our door is open.

$8,514,888




Bilingual

2%

Grant &

Other

3%

Basic & Voc

Ed

71%Special Ed

24%

1169

School

Mission

Statement

School

Goals

School

Description

&

Plan to

Achieve

Goals

District Mission

Statement



Enrollment:

Ingraham International High School


Martin Floe, Principal

E-9













62%

64%

64%

56%

65%

66%

75% 75%

79% 80%

76% 81%



# Students: 410

# Teachers: 32






62%67% 65%

55%58%72%

82%70% 73%

77%

81%

83%

14–1513–14

40%

44%

22%

35%

25%

61%

68%

82%

82%

14–1513–14


71%

69%

77%

School Report for 2014–15 School Yearconcordes.seattleschools.org

Norma Zavala, Principal





Attendance







14–1513–1414–1513–14

14–1513–1414–1513–14


Black 11%

Hispanic 63%


White 10%




0%






57%72%76%

58%





v1.1

48%

32%

63%

80%

34%

19%

14%

Black

Hispanic


White

Free/Reduced Lunch

Eng. Lang. Learners

Special Education

Native American


31%

34%

45%

79%

65%

41%

21%

45%

School District Avg

35%

22%

53%

80%

28%

18%

31%

35%

31%

41%

74%

68%

39%

26%

41%

Multiracial 68% 65%

Gifted 94% 94%


E-10




Annual

Budget

Report

The Mission of Concord International School is to provide our students with an academically rigorous education from a global perspective in a respectful and inclusive environment.

Math: Students are being provided a minimum of 60 minutes of math instruction per day that is aligned with the Common Core State Standards (CCSS) by their classroom teacher. Students are being assessed on a regular basis and those who are not showing growth on specific standards and/or who did not meet proficiency on theSBA last year are being supported by teacher led strategic grouping/interventions, our math interventionist, intervention software and/or the Y-CLC after school program.

Reading: All teachers are implementing components of the Balanced Literacy program with a specific focus on comprehension strategy instruction and oral language development. Students are frequently assessed and placed in flexible groups, receiving guided reading instruction at their instructional levels from the classroom teacher. Students needing more support arealso recieving instruction from theliteracy interventionist, special education teacher or ELL teachers. As a school all students are assessed on the Fountis & Pinnell reading assessment three times per year.

Attendance: As as school we have a school wide attendance initiative as "Every Minute Matters". Students who have been identified with attendance issues will be provided additional supports by our Community In Schools members, City Year or administration as needed.

At Concord International School we expect that all students will demonstrate at least a year’s growth in reading and math. Our goals for 2015-16 include increasing the number of students that meet proficiency on the district and state assessments. One of our focus points is improving the total number of students proficient in math and reading as measured by the SBA by 10% in each grades 3-5.This year we have created a Multi Tiered System of Supports (MTSS) to ensure that all students are supported in both their academic and socio-emotional development.

Partnerships with parents and the community are essential to the our students’ academic success. We welcome parents and our community to become involved in our mission of supporting students in their academic and social-emotional growth. Consider becoming a part of our volunteer group by contactingyour student's teacher, the schoolor our Parent Teacher Student Association (PTSA).

$3,748,730




Bilingual

7%

Grant &

Other

14%

Basic & Voc

Ed

67%Special Ed

12%

410

School

Mission

Statement

School

Goals

School

Description

&

Plan to

Achieve

Goals

District Mission

Statement



Enrollment:



Norma Zavala, Principal

E-11








64%

58%

61%

56%

62%

61%

63% 66%





Denny Int'l Middle School


67%

14–1513–14

49%

51%

52%

70%

51%

65%

63%

14–1513–14


School Report for 2014–15 School Yeardennyms.seattleschools.org

Jeff Clark, Principal




Attendance






14–1513–1414–1513–14


Black 21%

Hispanic 28%


White 27%




8%






68% 67%77%59%


51%29%






70% 75%

74% 70%

50%52% 52%

73%74% 69%

71%70% 63%

73%

73%

74%

73%

55%

66%

67%


14–1513–1414–1513–14





# Students: 916

# Teachers: 52


v1.1

35%

45%

69%

72%

43%

12%

33%

20%

Black

Hispanic


White

Free/Reduced Lunch

Eng. Lang. Learners

Special Education

Native American


33%

31%

47%

75%

71%

43%

17%

33%

School District Avg

44%

50%

74%

68%

49%

34%

26%

20% 28%

29%

40%

70%

71%

40%

25%

26%


92%Gifted 85% 92% 86%


E-12




Annual

Budget

Report

Denny International Middle School Mission Statement: Academic Excellence--for Every Scholar--In Our Global Village. We are preparing every scholar, without exception, for success in high school, college, and life!

Denny International Middle School is a wonderfully diverse learning community focused on high academic expectations for all students. Our entire school community is committed to providing an outstanding education for each scholar, eliminating the opportunity gap, and infusing the celebration of our diversity into every day of learning. Once again, Denny International was recognized by the State of Washington as a Washington Achievement Award Winner, among other awards, in celebration of the state’s top-performing schools!In the areas of math and science, Denny is increasingly a STEM (Science Technology Engineering and Math) school. In addition to our Gateways to Technology class, science teachers at all three grade-levels were trained in Project Lead the Way to integrate enhanced STEM skills into the science curriculum! In order to empower our scholars as readers and writers, we are continuing as an Affiliate School with Columbia Teachers’ College in NY to bring Readers/Writers Workshop aligned to the new Common Core State Standards to our classrooms!Other highlights include: Scholars in our Spanish Dual Language program are entering high school with on average three full years of high school Spanish already earned! Our large music programs are continuing to win awards at competitions around the West Coast! More and more of our outstanding teachers are earning the prestigious National Board certification!

At Denny, all of us are committed to continuing the our growth in the achievement of our scholars on the Smarter Balanced Assessment. Targets for this year include: Math:63% at 6th, 77% at 7th, 73% at 8th Literacy:80% at 6th, 70% at 7th, 76% at 8th Science:70% at 8th

One of the goals of having School Reports is to support our families as critical partners with us in your student's academic success. To get involved, please volunteer, attend our PTSA meetings, come to conferences, and check the SOURCE daily. Families are always welcome at school, please contact us to find out more about volunteer possibilities. Thank you, Denny families!

$7,167,581




Bilingual

4%

Grant &

Other

6%

Basic & Voc

Ed

67%

Special Ed

23%

895

School

Mission

Statement

School

Goals

School

Description

&

Plan to

Achieve

Goals

District Mission

Statement



Enrollment:

Denny International Middle School


Jeff Clark, Principal

E-13









9th and 10th graders proficient on the state Algebra & Geometry tests

10th graders meeting state testing requirements for graduation


9th and 10th graders proficient on the state Biology test

75%

10%

52%71%

58%

6%

67% 70%

39% 51%

58% 71%

63% 71%





Chief Sealth Int'l High School


53%46% 59%

56%50%66%

51%57% 61%

73%

59%

49%

64%

69%

14–1513–14

77%

31%

63%

57%

6%

64%

44%

70%

58%

14–1513–14


54%

68%

62%

School Report for 2014–15 School Yearchiefsealthhs.seattleschools.org

Aida Fraser-Hammer, Principal




Attendance



Average Positive Responses*School Results District HS Average




14–1513–1414–1513–14

14–1513–1414–1513–14

Spring 2015 School average compared to District high school average (grades 9 & 10)Native American 2%

Black 21%

Hispanic 26%


White 26%




1%

All District High Schools



This School

For a detailed description of the methodology and data sources used for each measure, please access the Glossary at:

Data as of Oct. 1, 2014


College & Career ReadySchool Results District HS Average

14–1513–1414–1513–14

Students taking and passing a college level course by 12th grade

60% 68%

9th graders earning sufficient credits

78% 87%84%85%

On-Track for Graduation


83%80% 76%


88%82% 81%

74%

80%

School Results District HS Average14–1513–1414–1513–14

* Students who did not participate in state testing are counted as not demonstrating proficiency. For more details, see "Student Achievement" section of the


tiny.cc/schoolreports

Glossary

# Students: 1,236

# Teachers: 68


v1.1

67%

71%

83%

91%

67%

38%

43%

Black

Hispanic


White

Free/Reduced Lunch

Eng. Lang. Learners

Special Education

Native American


52%

46%

63%

88%

80%

57%

22%

42%

School District Avg

42%

69%

68%

80%

58%

40%

53%

48%

49%

62%

89%

80%

59%

47%

52%


Gifted 95%


E-14




Annual

Budget

Report

Chief Sealth International High School fosters global awareness and academic success through a challenging and engaging curriculum in a safe and supportive learning environment.

Chief Sealth International High School is a comprehensive high school that offers a wide array of opportunities for students who value learning in a dynamic, multi-cultural environment. It is an exceptional place that celebrates innovation and individuality. As a center of international educational excellence, we provide students opportunities to study the world both in the classroom and beyond. Our academic and arts offerings, our career preparation, and our athletic programs focus on educating global citizens and as an international school within the Seattle Public School system we prepare students, in partnership with families and community, for global citizenship in an increasingly interdependent world. Chief Sealth International High School has been recognized as one of the few Seattle Public Schools that remains a “community” school. Most of the students live close to the school, many of the alumni live near the school, and many of the students are children of Sealth alumni. We are committed to rally our neighbors in West Seattle around the positive activities at our school and for our students to reciprocate that pride and enhance our community. To meet state and district goals, teachers meet regularly in Professional Learning Communities to analyze student data (SBAC, HSPE, EOC, and student work), create common assessments, research instructional achievement and to make intentional instructional decisions aimed at increasing student achievement. To address academic goals, we provide opportunities for students to receive additional math, reading and writing instruction and support both within and outside of the school day.

At least 85% of 10th graders will meet or exceed state grade level standards on the Smarter Balanced Assessment or reading, an increase from 77% in 2015. At least 65% of students will meet or exceed state grade level standards on the Smarter Balanced Assessment, an increase from 63% in 2015. .

One of the goals of having School Reports is to support families as critical partners with us in a student's academic success. To get involved, please share this with your friends and neighbors, visit the school, or consider talking to the teacher or principal about joining the school's Building Leadership Team or Parent Teacher Student Association to shape your school's improvement plan.

$9,083,935




Bilingual

4%

Grant &

Other

1%

Basic & Voc

Ed

68%

Special Ed

27%

1104

School

Mission

Statement

School

Goals

School

Description

&

Plan to

Achieve

Goals

District Mission

Statement



Enrollment:

Chief Sealth International High School


Aida Fraser-Hammer, Principal

E-15













62%

64%

64%

56%

65%

66%

84% 75%

77% 80%

86% 81%



# Students: 481

# Teachers: 34






67%66% 65%

64%87% 72%

81%84% 73%

77%

81%

83%

14–1513–14

42%

56%

67%

45%

62%

52%

85%

82%

85%

14–1513–14


71%

69%

77%

School Report for 2014–15 School Yearbeaconhilles.seattleschools.org

Andra Maughan, Principal





Attendance







14–1513–1414–1513–14

14–1513–1414–1513–14


Black 7%

Hispanic 39%


White 15%




2%






87%72%76%71%





v1.1

45%

33%

61%

84%

36%

20%

31%

Black

Hispanic


White

Free/Reduced Lunch

Eng. Lang. Learners

Special Education

Native American


31%

34%

45%

79%

65%

41%

21%

45%

School District Avg

45%

29%

81%

87%

40%

31%

22%

35%

31%

41%

74%

68%

39%

26%

41%


Gifted 94% 94%


E-16




Annual

Budget

Report

The mission of Beacon Hill International School is to educate students to be skilled readers, writers, mathematical problem solvers, and individuals who are knowledgeable and curious about their natural and social worlds, open to and experienced in the arts, and physically active. It is our goal that Beacon HillInternational School graduates are life-long learners and compassionate and caring people who work to make the world a better place for everyone.

As a designatedinternational school, we focus on academic achievement for all students grounded in 21st century skills, world languages (bilingualism and bi-literacy), the understanding of global perspectives, and the development of cultural and global competence. Beacon Hill International offers dual language programming in Spanish and Mandarin where students spend half their instructional day learning in either Spanish or Mandarin, and the other half of their instructional day learning in English. We also offer an all-day English program. Beacon Hill International School is a Title 1 school and receives federal dollars to support the learning of our students; we are also a City of Seattle Innovation School and receive city dollars to support a wide variety of academic and non-academic programming for students. Programming includes math intervention, extended learning opportunities in both math and literacy, and social/emotional support that is both school based and in partnership with community based organizations. To increase and differentiate math and literacy achievement, BHIS will provide multiple opportunities for teachingand reteaching mathematical and literacy concepts. Students who need additional time and reinforcement will have access to before and after school programs and will receive instruction in small groups and/or individualized instruction within the school day. Beacon Hill International teachers are highly qualified, skilled instructors.

67% of 2nd grade students will make typical growth on reading MAP

77% of 1st grade students will make typical growth on math MAP

70% of 3rd grade students will make typical growth on math MAP

87% of K-5 students will have fewer than 5 absences in 1st and 2nd semester


$3,698,573




Bilingual

8%

Grant &

Other

9%

Basic & Voc

Ed

77%

Special Ed

6%

480

School

Mission

Statement

School

Goals

School

Description

&

Plan to

Achieve

Goals

District Mission

Statement



Enrollment:



Andra Maughan, Principal

E-17













62%

64%

64%

56%

65%

66%

73% 75%

80% 80%

85% 81%



# Students: 367

# Teachers: 22




Dearborn Park Int'l School


61%69% 65%

81%95%72%

79%81% 73%

77%

81%

83%

14–1513–14

29%

27%

57%

55%

44%

61%

71%

79%

77%

14–1513–14


71%

69%

77%

School Report for 2014–15 School Yeardearbornes.seattleschools.org

Angela Bogan, Principal





Attendance







14–1513–1414–1513–14

14–1513–1414–1513–14


Black 31%

Hispanic 8%


White 7%




2%






51%72%76%77%





v1.1

25%

40%

57%

46%

19%

20%

Black

Hispanic


White

Free/Reduced Lunch

Eng. Lang. Learners

Special Education

Native American


31%

34%

45%

79%

65%

41%

21%

45%

School District Avg

28%

47%

62%

46%

38%

40%

35%

31%

41%

74%

68%

39%

26%

41%

Multiracial 68% 65%

Gifted 94% 94%


E-18




Annual

Budget

Report

Dearborn Park International School is dedicated to creating an exciting, safe learning community where children are engaged in their learning through international education, have pride in their school, are kind and respectful, and celebrate our diversity as global citizens. Upon leaving Dearborn Park students will have strong academic skills; good problem-solving skills; a commitment to creating safe, supportive communities; and the ability to take personal responsibility for their actions.

Dearborn Park International School is a mosaic of multiculturalism with people from all walks of life. We have 82.4% of students on free lunch, and 33.2% of our student population being English Language Learners. Needless to say, each of these factors produce significant obstacles, and we adopt, amend, and facilitate instruction to help students overcome these obstacles. Dearborn Park International School is a richly diverse Kindergarten – 5th grade Title I school; our student demographics are 30.4% Black, 8.4% Hispanic, 46.5% Asian/Pacific-Islander, 6.5% White, 7.3% Multiracial and 1.2% American Indian. 7% of our students are in Special Education, 2% are in our Advanced Learning (Spectrum) program and 33% are English Language Learners. About 82.4% of our students receive free lunch. As of fall of 2013 (the most recent data available), Dearborn Park had a student mobility rate of 11%. There are 375 students enrolled at Dearborn Park and 29 certificated staff, and 16 support staff.

Increase the % of 1st -5th grade students making annual typical growth on math and readingMAP (focused on African American & Latino students) Decrease students absent fewer than 5 days per semester, excused or unexcused Increase the % of 4th – 5th grade ELL students advancing from Level 2 to Level 3 or higher on one or more grade-level state tests

*With a 33% of our student population being English Language Learners, we at Dearborn Park International School, recognize the importance of involving parents and families into school activities.*Every major student learning goal includes activities and strategies for increasing parent involvement. We continue to foster our Family Engagement Action Team (FEAT) initiative. In addition, we are holding Parent Information Nights in our seven

$3,109,055




Bilingual

6%

Grant &

Other

10%

Basic & Voc

Ed

73%

Special Ed

11%

382

School

Mission

Statement

School

Goals

School

Description

&

Plan to

Achieve

Goals

District Mission

Statement



Enrollment:

Dearborn Park International School


Angela Bogan, Principal

E-19








64%

58%

61%

56%

62%

61%

71% 66%





Mercer Int'l Middle School


67%

14–1513–14

64%

57%

64%

68%

68%

72%

71%

14–1513–14


School Report for 2014–15 School Yearmercerms.seattleschools.org

Christopher Carter, Principal




Attendance






14–1513–1414–1513–14


Black 24%

Hispanic 17%


White 9%




10%






86%67%77%84%


51%47%






77% 75%

84% 70%

61%60% 52%

76% 69%

75%80% 63%

73%

73%

81%

80%

55%

66%

67%


14–1513–1414–1513–14





# Students: 1,075

# Teachers: 61


v1.1

44%

54%

82%

87%

59%

29%

31%

Black

Hispanic


White

Free/Reduced Lunch

Eng. Lang. Learners

Special Education

Native American


33%

31%

47%

75%

71%

43%

17%

33%

School District Avg

35%

42%

81%

85%

55%

35%

18%

28%

29%

40%

70%

71%

40%

25%

26%


Gifted 85% 86%


E-20




Annual

Budget

Report

We are an international community of learners; opening a door to the world. At Asa Mercer International Middle School every student is a reader, writer, mathematician, scientist, and thinker. Our mission is to create and sustain the first high-performing, high poverty middle school in the state of Washington. We believe that all of our students, 70% of whom live in poverty, will excel.

Our theory of action is that the quality of instruction, coupled with the relationship between adults and students, is the key to student performance. We will support classroom instruction with excellent professional development, strong interventions, proactive support systems, and diagnostic assessments that lead to learning. In all core subject areas we align our instruction to thestate standards, set rigorous goals for student learning, plan collaboratively, and monitor student achievement regularly, intervening as needed to ensure students meet expected objectives. We work together and parnter with families to build and sustain a school that is both focused on learning and is a joyful place to learn and grow. We will continue to use Readers and Writers Workshop as our core curriculuar and pedagogical approach for balanced literacy. We use TC Quick assessments and SRI to diagnose and monitor students needing extra support in reading and provide reading enrichment opportunites for students who need more. Our reading teachers will study student work and collaboratively plan units and review assessments. In math, our teachers align our units of study to the common core math standards. Our teachers collaboratively plan units, lesson, and assessments to ensure all students have access to rigorous content. We analyze data toplace students into appropriate math classes. Ourgoal is for Mercer students to successfully access Algebra by 8th grade. For students who need additional support, math enrichment classes are procided. This includes, enriched language support for ELL mathematicians, and students who qualify with IEPs receive additional math services. In science, our teachers allign our units to Washington State science standards. Our teachers collaboratively plan units, lessons, and assessments to ensure positive outcomes for all students.

By the spring of 2016, we expect our students will exceed state and district performance in the areas of reading, math, and scienceas measured by the Smarter Balance Assessment and the Washington State MSP in science. As measured by Spring 2016 Smarter Balance Assessment: In 6th grade ELA, Mercer students will grow from 64% meeting standard to 68%. In math, students will grow from 57% meeting standard to 65%. In 7th grade ELA, students will grow from 68% meeting standard to 72%. In math, students will grow from 64% meeting standard to 68%. In 8th grade ELA, students will grow from 72% meeting standard to 75%. In math, students will grow from 68% meeting standard to 72%. In science, students will grow from 84% meeting

One of the goals of having School Reports is to support families as critical partners with us in a student s academic success. To get involved, please share this with your friends and neighbors, visit the school, or consider talking to the teacher or principal about joining the school's Building Leadership Team or Parent Teacher Student Association to shape your school's improvement plan. Please visit the Mercer website for opportunities to partner in our work.

$7,768,270




Bilingual

7%

Grant &

Other

6%

Basic & Voc

Ed

70%Special Ed

17%

1085

School

Mission

Statement

School

Goals

School

Description

&

Plan to

Achieve

Goals

District Mission

Statement



Enrollment:

Mercer International Middle School


Christopher Carter, Principal

E-21

2015-16 WaKIDS Performance of SPS Kindergarten StudentsSource for Data and Subgroup Names: OSPI. "Native Indian / Alaska Native" Subgroup Suppressed Because of Small Group Size (<10)

Group Cognitive Language Literacy Math Physical Social-Emotional

All Children

Asian

Black / African American

Hispanic / Latino of any race(s)

Native Hawaiian / Other Pacific Islander

Two or More Races

White

80%

78%

69%

72%

91%

82%

92%

81%

73%

74%

74%

73%

86%

92%

86%

85%

83%

69%

82%

93%

96%

72%

73%

62%

50%

64%

78%

88%

79%

83%

72%

78%

73%

80%

83%

75%

72%

65%

76%

73%

76%

84%

Percent of Students who Demonstrate Characteristics of Entering Kindergartners by Domain

Group 0 of 6 Domains 1 of 6 Domains 2 of 6 Domains 3 of 6 Domains 4 of 6 Domains 5 of 6 Domains 6 of 6 Domains

All Children

Asian

Black / African American

Hispanic / Latino of any race(s)

Native Hawaiian / Other Pacific Islander

Two or More Races

White

4%

4%

5%

7%

0%

3%

1%

5%

5%

8%

5%

9%

5%

1%

10%

6%

6%

9%

0%

5%

3%

10%

7%

9%

8%

9%

5%

5%

10%

11%

13%

9%

9%

9%

8%

17%

16%

19%

19%

55%

15%

13%

52%

51%

40%

36%

18%

59%

70%

Percent of Students who Demonstrate Characteristics of Entering Kindergartners in Multiple Domains

Appendix F: 2015-16 WaKIDS Data Summary

F-1

APPE

NDI

X G

: SPS

Gra

nts I

nven

tory

201

5-16

*Boa

rd a

ppro

val r

equi

red

annu

ally

Page

1 o

f 17

Last

upd

ated

: 84/

20/2

016

Star

tE

ndPr

ogra

m T

itle

Fund

ing

Age

ncy

Am

ount

Due

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